Guidelines for campleaders

GUIDELINES FOR CAMPLEADERS in italiano e inglese

La guida è stata creata come follow up dai partecipanti del progetto "(Y)our Rights for Peace! Training for young leaders on human rights and peace education", finanziato dalla KA1, Erasmus+ Programme. (c) 2015, YAP Italia

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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INDICE I. YAP (Youth Action for Peace) ITALIA.............................................................................3 CHI SIAMO e COSA FACCIAMO.......................................................................................3 I NOSTRI NETWORK INTERNAZIONALI.................................................................................4 II. CAMPI DI VOLONTARIATO (WORKCAMPS)...................................................................6 DEFINIZIONE E ORIGINE.......................................................................................................6 LO SPIRITO E LA FILOSOFIA.................................................................................................7 IN PRATICA...........................................................................................................................9 III. MANUALE DEL COORDINATORE..................................................................................12 IL RUOLO DEL COORDINATORE.......................................................................................12 PARTE A. PRIMA DELL'INIZIO DEL CAMPO........................................................................13 CAMPLEADER TRAINING...................................................................................................13 COSE DA SAPERE SULLE DINAMICHE DI GRUPPO..........................................................13 COSE DA SAPERE SULL'ICL................................................................................................19 COSE DA FARE PRIMA DEL CAMPO................................................................................20 PARTE B. LA PRIMA PARTE DEL CAMPO............................................................................23 IL PRIMO GIORNO DEL CAMPO.......................................................................................23 I TURNI DI LAVORO............................................................................................................24 LE RESPONSABILITA' DEL COORDINATORE......................................................................25 LA SPESA, LA CUCINA, I PASTI..........................................................................................27 FREE TIME - WEEKENDS/DAYS OFF....................................................................................28 VISITS & VISITORS................................................................................................................29 PARTE C. LA SECONDA META' DEL CAMPO.....................................................................30 SUBGROUPS........................................................................................................................30 CONFLICTS.........................................................................................................................30 ESCLUSIONI DAL CAMPO.................................................................................................35 COMUNICAZIONE: PROMUOVERE & SENSIBILIZZARE.....................................................35 MIDTERM EVALUATION......................................................................................................37 LAST DAY............................................................................................................................38 EVALUATION.......................................................................................................................38 IV. GESTIONE DEL CAMPO: SUGGERIMENTI ORGANIZZATIVI E AMMINISTRATIVI.........42 BUDGET DEL CAMPO: COME GESTIRLO..........................................................................42 SICUREZZA AL LAVORO.....................................................................................................43 ASSICURAZIONE.................................................................................................................44 WORKCAMP REPORT........................................................................................................45 V. ALLEGATI........................................................................................................................48

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I. YAP (Youth Action for Peace) ITALIA “If you have come here to help me, you are wasting your time.

But if you have come because your liberation is bound up with mine, then let us work together.”

Lilla Watson - Aboriginal educator and activist

CHI SIAMO e COSA FACCIAMO YAP -Youth Action for Peace- Italia è un’associazione di volontariato internazionale, fondata nel 1970, membro del CCIVS - Coordinating Committee for International Voluntary Service e di ALLIANCE of European Voluntary Service Organisations che da 40 anni lavora in Italia nell’ambito di mobilità giovanile, svolgendo attualmente le seguenti attività:

Participants of the TC "(Y)our Right for Peace!"

Poggio Mirteto, 15-22 May 2015

Campi di volontariato internazionale (workcamps) in Italia e all’estero; Progetti di volontariato a medio e lungo termine; Progetti del Programma Erasmus+ Progetti di educazione alla pace, all’interculturalità e alla risoluzione dei conflitti;  Seminari e corsi di formazione internazionali.

Si collega ad altre piattaforme, reti, associazioni e gruppi locali attivi nell’ambito del servizio volontario, dell’educazione e della solidarietà internazionale al fine di creare azioni e progetti inseriti in una strategia di lungo periodo che possa sviluppare un’azione duratura di sviluppo sociale.    

Attraverso le proprie attività YAP - Youth Action for Peace- Italia:  contribuisce allo sviluppo di una società equilibrata basata su principi di solidarietà, eguaglianza, sviluppo sostenibile e pace;  sostiene iniziative locali create all’uopo di sviluppare e rafforzare la società civile e promuove tipologie di dialogo non violento, interculturale, intergenerazionale e costruttivo;  si impegna a promuovere ed attuare valori di volontariato, pace, solidarietà, collaborazione, inclusione sociale e sviluppo sostenibile;  sostiene, promuove e potenzia la partecipazione, la cittadinanza attiva e l'inclusione sociale dei giovani (anche con minori opportunità) attraverso l’educazione non formale, l’informazione e la comunicazione.  si propone alla società civile come promotore, mediatore, organizzatore e realizzatore di progetti di scambio interetnico, internazionale, interculturale ed intergenerazionale.

Il regolamento di YAP Italia è disponibile sul sito internet

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I NOSTRI NETWORK INTERNAZIONALI As international movement, "Youth Action for Peace" was born after the First World War (in 1923) in France and Germany, under the name Christian Movement for Peace (until 1994), in order to work towards peace and reconciliation between countries formerly at war, particularly with the younger generations.

Over the years the movement has always retained its original vocation of striving to avoid conflict by helping young people to get to know each other, but it has also moved with the times. Thus since the Second World War YAP has taken on other basic aims according to changing contexts. In particular, the movement has increasingly focused upon the combat against social exclusion and the support of people in their struggle for freedom and self-determination.

YAP International ceased to exist in 2009 so did some of its local branches.

Currently YAP Italy is a full member of the 2 biggest and the most important networks of International Voluntary Service: ALLIANCE of European Voluntary Service Organisations, a network of IVS organisations that every year exchanges up to 18.000 volunteers, and CCIVS - Coordinating Committee for International Voluntary Service.

ALLIANCE of European Voluntary Service Organisations The Alliance of European Voluntary Service Organisations is an International Non-Governmental Youth Organisation that represents national organisations which promote intercultural education, understanding and peace through voluntary service. The Alliance, founded in 1982, is presently made up of 50 full, associate and candidate members in 29 countries worldwide.

Each member organisation runs an annual programme of International Voluntary Projects in their own country (workcamps, mid and long term voluntary service projects) and exchanges volunteers with each other following the Alliance Quality Charter that stresses on the added value of volunteering, its educational aspect and on following quality standards agreed by members.

YAP is actively involved in working groups and campaigns of the Alliance such as: ENVIRONMENTAL SUSTAINABILITY CAMPAIGN ALLIANCE ACCESSING WORKCAMPS CAMPAIGN More info: http://www.alliance-network.eu/

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CCIVS - Coordinating Committee for International Voluntary Service CCIVS is an International Non Governmental Organisation (INGO) engaged in the field of International Voluntary Service (IVS). CCIVS’ main focus is the quest to achieve ‘change in the minds of men’ by bringing together people of different backgrounds. It supports and develops projects based on the idea that working together on a concrete task is the most effective way of creating international friendship and understanding. The projects serve as a catalyst for dialogue as they provide an opportunity to work together according to each person’s ability and to practice living together. In such situations national and international volunteers experience a new reality which can challenge their habits and convictions as well as those of the local community.

CCIVS is inter-disciplinary: its members are self-regulating and involved in a wide variety of types of activity.

With its Secretariat based in Paris, CCIVS has always worked closely with the UN organisation and complements UNESCO intellectual activity and goals in the fields of Education, Culture, Sciences and Communication through a hands-on, nonformal education approach transforming societies at the grassroots level.

YAP Italy is member of CCIVS - Coordinating Committee of International Voluntary Service since 2010. We take part in global CCIVC projects such as - Vistion 2 Action (https://vision2actionblog.wordpress.com/) - Raising Peace Campaign https://raisingpeace2015.wordpress.com/) - World Heritage Volunteers Campaign http://www.whvolunteers.org/index_e.html More info: ccivs.org

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II. CAMPI DI VOLONTARIATO (WORKCAMPS) DEFINIZIONE I campi di volontariato, campi di lavoro o workcamps sono progetti di volontariato a breve termine (2-3 settimane) che prevedono delle attività ambientali, manuali, sociali, culturali, progetti di animazione con i bambini, con i disabili ecc. a sostegno di una comunità locale. Il campo di volontariato è basato sulla convivenza e l'autogestione, è uno strumento di lavoro sociale che favorisce la conoscenza e la comunicazione tra giovani di tutto il mondo. Il campo di lavoro è un momento di educazione alla diversità e alla solidarietà.

Vi sono campi aperti tutto l'anno e in tutto il mondo, anche se la maggior parte dei campi si svolgono durante l’estate. Il numero di partecipanti varia, generalmente, tra 8 e 20 volontari provenienti da tutto il mondo (di solito non più di 2 volontari dallo stesso paese), la lingua comune è l’inglese. Il gruppo dei volontari internazionali è sempre accompagnato da un coordinatore (campleader) che essendo un volontario come gli altri gestisce le dinamiche del gruppo e facilita la comunicazione tra i volontari e la comunità locale.

ORIGINE The beginnings of the workcamp movement lie in responses to the First World War: in 1919 and 1920 there were two conferences to look at ways of dealing with the intense feelings created by the war. One result of those conferences was the setting-up of an international workcamp in France in 1920. Later in the 1920s further workcamps were organised in Switzerland to deal with natural disasters. These projects were seen as an alternative to compulsory military service and from this movement Service Civil International (SCI) evolved, an organisation that campaigns for the rights of conscientious objectors and organises workcamps.

From these beginnings, SCI branches in various European countries developed. During the same period (1921) the Christian Movement for Peace was founded. This developed over time into a similar structure to SCI, with workcamps organised by national branches exchanging volunteers between different Foto del primo campo di lavoro (c) International Archives countries. This organisation is now known as Youth Action for Peace (YAP). During the 1920s most workcamps involved some form of peace work so, eg., instead of being forced to join the military, young men could do practical work in an organisation such as SCI or YAP. During the Second World War the workcamp idea was kept alive. Following the war, in the period between 1945 and 1950, many new workcamp organisations were created to aid reconstruction in Europe and reconciliation between former enemies. Organisations with similar aims were founded in the communist countries of Central and Eastern Europe. In 1948 the Co-ordinating Committee for International Voluntary Service (CCIVS) was founded under the auspices of UNESCO to aid the co-ordination between these many new workcamp organisations and to promote the ideals of volunteering. In the 1950s, 60s and 70s 6

CCIVS became a link between Eastern and Western organisations and between the new organisations established in Africa, Asia and Latin America after 1950.

LO SPIRITO Lo spirito e gli obiettivi di un campo di lavoro sono: - la crescita personale - lo scambio interculturale - l'integrazione nel tessuto locale dei giovani internazionali - l'educazione alla cultura della diversità e della pace I mezzi principali attraverso cui perseguire tali scopi sono: 1. Realizzazione di un lavoro comune: I campi di lavoro si realizzano dove esiste una comunità locale che pensa ad un progetto di pubblica utilità che necessita l'intervento dei volontari. Il lavoro ha un valore formativo ed educativo alla socialità, a relazioni collaborative e cooperative, alla responsabilità comune, tutto in uno spirito di solidarietà e impegno civile.

2. Azione volontaria: Le attività svolte dai volontari rappresentano lavoro volontario che non significa lavoro non retribuito, né sostituisce il lavoro degli operatori professionali, né viene svolto dai volontari in cambio di vitto e alloggio. Il lavoro svolto dai volontari è molto importante, è volto a realizzare un progetto di interesse pubblico ed inoltre apporta il valore aggiunto di intercultura e il respiro internazionale all'azione locale.

3. Vita collettiva: Il campo di volontariato è basato sulla vita collettiva, autogestita dal gruppo. Ciò significa che i volontari oltre a fare delle attività lavorative insieme gestiscono l'alloggio e il vitto, cucinando insieme (dove è possibile), tenendo pulito il luogo dove alloggiano. Anche il tempo libero passato insieme agli altri volontari costituisce un elemento importante di un campo di volontariato perché stimola la conoscenza reciproca.

LA FILOSOFIA: THINK GLOBALLY, ACT LOCALLY 1. Partenariato e collaborazione Sin dalla loro nascita i campi di lavoro si basano su fiducia reciproca, su collaborazione e sulla democrazia partecipativa "dal basso" perché lo scopo è di offrire un modello di pace e di sviluppo sostenibile. Questo significa che noi cerchiamo di essere molto disponibili e flessibili, ovviamente all'interno di quello che noi chiamiamo standard di qualità di un progetto ed affidabilità di un partner.

Noi cerchiamo di lavorare con tantissime realtà e associazioni. Per questo motivo operiamo su tutto il territorio nazionale con associazioni, cooperative, enti pro loco e amministrazioni comunali per sostenere diverse iniziative e progetti e offrire ai volontari diversi tipi di attività da svolgere.

2. Struttura bottom – up Un altro punto di filosofia di vita che caratterizza la nostra associazione e i nostri campi di volontariato è la così detta struttura "bottom - up".

Questo significa che YAP Italia non crea i progetti di volontariato in giro per il mondo "ad hoc" per inviare i volontari italiani. Non pretendiamo di spiegare ad 7

altre culture e comunità locali di cosa hanno bisogno o come dovrebbero vivere.

Tutti i progetti all'estero che trovate sul nostro sito e sul nostro database esistono spesso da anni, senza aiuti o donazioni da parte nostra, grazie al lavoro continuo delle associazioni nazionali di volontariato - i nostri partner - con i quali collaboriamo attraverso i network internazionali cui facciamo parte.

Noi sosteniamo invece le realtà locali e associative che esistono in Italia e che operano in diversi settori di non profit. Una volta identificato il bisogno comune sul territorio adeguato all'intervento dei volontari, insieme a loro creiamo un progetto di volontariato, specificando il tipo di attività, il periodo di permanenza, il numero adatto dei volontari. Successivamente all'accordo stipulato con il partner locale, presentiamo il progetto al livello internazionale ai nostri partner e avviamo il placement dei volontari.

Questo schema ci permette di: a) lavorare sempre ed esclusivamente in termini di reciprocità con le associazioni all'estero: inviando i volontari italiani nei progetti organizzati da loro, accogliamo i volontari internazionali che ci inviano; b) garantire l'utilità pratica e concreta degli interventi dei nostri volontari sia in Italia che all'estero e in questa maniera contribuire allo sviluppo sostenibile delle comunità che accolgono i volontari; c) rendere l'esperienza non soltanto internazionale ma anche interculturale per i partecipanti e per le comunità che ospitano i progetti di volontariato.

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IN PRATICA Il tema Ogni campo di volontariato ha uno o più temi legati alla natura del progetto: ambientali, manuali, sociali, culturali, progetti di animazione con i bambini, con i disabili ecc. E' importante scegliere un tipo di lavoro a cui si è interessati per potersi trovare bene nel campo. Ad ogni tipologia delle attività appartiene un codice riconosciuto al livello internazionale: Tema Agriculture Archaeology Art type Construction Cultural projects Work with people with disabilities Educational Work with elderly Environmental

Codice AGRI ARCH ART CONS CULT DISA

Tema Festival Work with kids Language Camp leader Manual work Renovation

Codice FEST KIDS LANG LEAD MANU RENO

EDU ELDE ENVI

SOCI SPOR STUD

Family camp

FAM

Social project Sport Study theme project (history, research) Teenagers

TEEN

In che periodo Vi sono campi aperti tutto l'anno e in tutto il mondo, anche se la maggior parte dei campi si svolgono durante l’estate. Bisogna fare riferimento al sito e al database che attraverso il motore di ricerca permette di cercare campi nel periodo che più vi interessa.

La durata Essendo progetto a breve termine, un campo di lavoro ha generalmente una durata di 2-3 settimane ma a volte può durare anche solo dieci giorni o un mese in base alle attività previste.

Il gruppo ed i partecipanti Il numero di partecipanti varia, generalmente, tra 8 e 20 volontari provenienti da tutto il mondo (di solito non più di 2 volontari dallo stesso paese). Significa che nella fase di placement (accettazione dei volontari) i responsabili dell'associazione di accoglienza cercano di bilanciare il gruppo assicurandosi che le diverse nazionalità, etnie, i diversi generi e le diverse tradizioni siano rappresentate al massimo delle possibilità internazionali.

Normalmente ogni gruppo non accoglie più di due volontari provenienti dallo stesso paese/nazione e non necessariamente in ogni gruppo ci sono due persone della stessa nazionalità. Il numero due è un limite massimo che permette di ridurre il rischio di creazione dei sottogruppi.

Può capitare (MA È UN'ECCEZIONE), soprattutto nei paesi del Sud del Mondo oppure nei progetti per minorenni con i gruppi numerosi, che tale limite massimo non sia rispettato, ovvero che ci siano più di due persone provenienti dalla stessa nazione.

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Il gruppo dei volontari internazionali è sempre accompagnato da un coordinatore (campleader) che essendo un volontario come gli altri gestisce le dinamiche del gruppo e facilita la comunicazione tra i volontari e la comunità locale.

Il lavoro In genere le attività lavorative di un campo di lavoro si sviluppano nel corso della settimana per una media di circa 30/35 ore (6 ore in media al giorno).

Esistono però campi di lavoro speciali in cui l'impegno richiesto può essere superiore. In questo senso vi vogliamo però ricordare che un campo di lavoro non è una vacanza a basso costo ma un progetto di volontariato internazionale. Tutti i volontari sono sempre informati delle condizioni (inclusi gli orari) e delle specificità delle attività da svolgere attraverso la descrizione del progetto e l'infosheet.

Iniziativa personale e spirito di adattamento Queste sono le parole chiave per vivere un'esperienza che non dimenticherete.

Un campo di lavoro è ben riuscito quando il gruppo ha compiuto il proprio lavoro e realizzato i propri obiettivi e se la comunità locale ha percepito il progetto e ciò che i volontari hanno realizzato come un valore aggiunto ed un arricchimento socio culturale.

Il tempo libero Sono normalmente previsti 2 giorni liberi a settimana. In alcuni casi pero i giorni liberi potrebbero essere di meno.

Ricordate che il tempo libero potrebbe essere organizzato in turni (sottogruppi) e non coincidere con il fine settimana come lo intendiamo in Italia o Europa. E' organizzato in relazione alle attività che devono essere svolte durante il campo di lavoro: ad esempio, se il progetto è un festival culturale aperto al pubblico probabilmente i vostri giorni liberi saranno giorni feriali e non giorni festivi.

E' buona prassi passare il proprio tempo libero insieme al gruppo ed organizzare attività insieme; le attività possono essere: escursioni a luoghi d'interesse nelle vicinanze, incontri con la comunità locale, serate e giornate interculturali, feste, workshops, attività non formali relative all'interculturalità etc.

Se vissuto in modo collettivo, il tempo libero diventa parte integrante dell'esperienza di volontariato e permette l'approfondimento delle differenze e delle similitudini che ci distinguono e legano agli altri partecipanti ed alla popolazione locale.

Un campo di lavoro non è una vacanza ed i volontari in partenza dovrebbero evitare di organizzare escursioni e visite in autonomia prima di avere raggiunto il campo e conosciuto nel dettaglio il programma ed i piani del gruppo internazionale e della popolazione locale.

Nel caso si decide di unire "utile e dilettevole" i volontari devono pianificare escursioni e visite specifiche prima dell'inizio o dopo la fine del workcamp.

Il vitto In generale il vitto, come le pulizie, sono autogestite dal gruppo che si organizza in turni di "servizio". Sarebbe utile partire con in mente qualche ricetta semplice e non troppo costosa, tenendo in considerazione il luogo dove andate e l'eventuale reperibilità degli ingredienti (se pensate siano difficilmente reperibili, metteteli in valigia, ovviamente in compatibilità con le leggi internazionali relative al trasporto di alimenti).

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Non aspettatevi di poter mangiare come a casa o come se foste in vacanza, sappiate prima della partenza che il vitto nei campi è organizzato tenendo in considerazione la cultura, le tradizioni e le disponibilità locali e che quindi sarà necessario adattarsi a questo come a tutti gli altri aspetti culturali del luogo che ci ospita. Nel caso abbiate bisogni speciali informatevi a priori riguardo le tradizioni locali e le possibilità di soddisfarli (meglio essere informati prima della partenza. È sufficiente segnalare i propri bisogni in modo che il nostro responsabile possa farli presenti all'associazione d'accoglienza).

E' buona prassi non fare richieste specifiche per il semplice fatto che ci siano problemi di adattabilità, immaginate che il coordinatore e la associazione d'accoglienza abbiano da soddisfare le richieste di ciascun membro del gruppo... probabilmente non farebbero altro che passare il proprio tempo a spiegare a tutti i membri del gruppo perché non è possibile accontentare le esigenze di ognuno!

L'alloggio È diverso in ogni campo di lavoro e non è possibile generalizzare. La sola cosa da tenere bene in considerazione è che gli alloggi sono sempre collettivi e che la sistemazione è quasi sempre basica e spartana. Spesso non si fanno neanche distinzioni tra ragazzi e ragazze e tutti dormono insieme nella stessa stanza.

Quasi in tutti i campi di volontariato è richiesto di PORTATE UN SACCO A PELO. Il gruppo è anche responsabile delle pulizie e della cura del luogo dove viene ospitato (di solito il campleader dal primo giorno organizza i turni per le pulizie degli spazi comuni e delle camere)e per nessuna ragione il posto deve essere lasciato in uno stato peggiore di come è stato trovato.

La lingua Non ci sono requisiti particolari di conoscenza linguistica se non indicato appositamente nella descrizione del campo. Aldilà della destinazione la lingua comune del campo e del gruppo internazionale è l'inglese. Ogni progetto viene però realizzato sia in Inglese che nella lingua locale (infatti non tutti i volontari locali o i membri della comunità parlano Inglese o altre lingue straniere). Per questo motivo al/la coordinatore/rice del campo di volontariato è richiesta la conoscenza dell'inglese e della lingua locale.

Per capire meglio come funziona un campo di volontariato vi consigliamo di guardare il video del nostro network internazionale “Volunteering with Alliance”

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III. MANUALE DEL COORDINATORE IL RUOLO DEL COORDINATORE/COORDINATRICE (CAMPLEADER) Il coordinatore/coordinatrice è un/a volontario/a come tutti gli altri. Tuttavia ha il ruolo di garantire una buona gestione della vita collettiva per un gruppo di 6-15 volontari internazionali, lo svolgimento del lavoro previsto e l'organizzazione di attività interculturali, durante le quali i volontari hanno la possibilità di conoscere la cultura del paese ospitante.

Il coordinatore ha inoltre un ruolo di mediatore tra YAP e il progetto locale, e tra YAP e i volontari internazionali.

I progetti che organizza YAP Italia sono di tipo ambientale, sociale, culturale, hanno la durata di 2-3 settimane tra fine Maggio e Settembre e si svolgono in diverse località d'Italia in collaborazione con associazioni e partner locali.

Il programma completo dei campi che organizziamo in Italia è disponibile sul database (http://www.yap.it/campi-di-lavoro/database-campi/ → Italy) Vi ricordiamo inoltre che: • Coordinare un campo è un'attività di volontariato; • Vitto e alloggio durante il campo lavoro sono garantiti dall’associazione di accoglienza; • YAP Italia garantisce un modesto rimborso forfetario aggiuntivo per le spese personali; • YAP Italia rimborsa al coordinatore/coordinatrice le spese di viaggio per raggiungere il luogo del campo (A/R, 2a classe).

• Chi coordina un campo può partecipare ad honorem ad un campo di lavoro per l'anno in corso o per l'anno successivo oppure può scegliere di regalare una quota campo ad un amico.

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Parte A. PRIMA DELL'INIZIO DEL CAMPO CAMPLEADER TRAINING Ogni anno YAP Italia organizza un corso di formazione residenziale per futuri campleader. Per partecipare al training e successivamente coordinare uno o più campi di YAP in Italia è richiesto avere i seguenti requisiti: • avere dai 18 ai 30 anni (salvo le eccezioni del limite massimo di età) • avere un’esperienza precedente di volontariato internazionale/nazionale • avere disponibilità a impegnare 2 settimane per coordinare un campo internazionale di volontariato in Italia; • avere buona conoscenza della lingua inglese Le condizioni di partecipazione al seminario: • il vitto e alloggio durante il seminario sono offerti da YAP Italia; • il viaggio per partecipare al seminario è a carico dei partecipanti; • per partecipare ad una qualsiasi attività YAP Italia è obbligatorio per legge iscriversi all’associazione, il costo dell’iscrizione annuale è di 30€; Il training offre ai partecipanti la possibilità di familiarizzare con le competenze chiave dei processi di intercultural learning, conflict management, problem solving e tutti gli aspetti pratici che riguardano la gestione dei campi internazionali in Italia. Inoltre i partecipanti avranno l'opportunità concreta di coordinare uno dei campi di volontariato in Italia, infatti alla fine del corso si fa l'assegnazione dei progetti da coordinare (matching).

COSE DA SAPERE SULLE DINAMICHE DI GRUPPO PRIMA DI COORDINARE UN CAMPO Group Dynamics Presentation aims to: – introduce concepts and theories regarding Group Dynamics in general; – identify roles within a group, with regards to facilitation and group leading; – emphasise the importance of Group Dynamics and the roles within the group for the facilitation process.

The session is divided into two main sections: the first focused on The TCI Model The Topic Centred Interaction; the second is focused specifically on The Development of a Group, looking at the five stages through which a group progresses. Finally, included in this session, is The FIRO Cycle, which could be used in the continuation of Group Dynamics during Open Space Technology.

1) Topic Centred Interaction: The Topic Centred Interaction, or TCI Model, looks at the four factors concerned with the learning process of a group.

The main aim in a situation of facilitation is to keep these four factors in harmony with each other, paying attention to and recognising the importance of each element.

The Leading Idea (by Ruth Cohn, 1981) comes from the humanistic psychology to develop and strengthen the positive resources of everybody and to protect human respect, joint responsibility, creativity and cooperation. This idea became the guideline for the TCI-Model.

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The TCI Model

The four factors of the TCI Model to be considered are: It : the topic - the reason why the participants get together, the task, the matter, the aim, the subject Globe : everything about the project, the environment (weather, food, accommodation, political situation etc.), equipment, organisational cultures and influences We : the dynamic of the group I : every involved person with his/her strength, weaknesses, motivation, and actual condition.

How can I as a leader influence this factor in a constructive way?

GLOBE : • Inform Participants about: Weather; Local Politics; Economics and available resources • Environment: food; accommodation; transport; training facilities; • Setting up the room: chairs; open/closed windows; smells; noise/distractions; water • Respect local culture • Entertainment possibilities • Everyone from their own surroundings, society will come to be one coherent group.

I: • Get to know the identity of the participants • Help them to know about their strengths (experience, communication, energy, knowledge, good listening, motivation…) and weaknesses (lack of confidence, interest, respect, intolerance…)

The role of the facilitator : • Be sensitive, • Develop opportunities for speaking out, etc.

• What is the role of the facilitator in the break?

• Good sense of observation • Not being judgemental • Good Listening • Be dynamic and enthusiastic • Encourage people to express themselves IT : This is the topic, the reason of why we are meeting. The topic should be made clear, the objectives should be well defined, and they should be presented and 14

approached in an interesting way, that makes it relevant to the people learning it.

It is important when considering the topic, to relate to the other aspects of the circle – to the ‘I’ and the ‘WE’, offering opportunities for individual and group work, and to the ‘Globe, by considering the facilities available, etc.

WE : The dynamic of the group - the development quality of relations and cooperation in the group.

Some Keywords: - Leading attention to the skills; - Similar expectations / motivations; - Clear idea about the topic; - Different ways of performance; - Clear methodology for the group to interact, cooperate, reflect, and get the point; - How the topic-group-individual relate to each other.

Influence: - Keeping the interest and motivation of the group/individual; - Help the group to reach the topic by active involvement (games, brainstorm, etc.); - Be prepared specifically about the topic; - The facilitator should care about the dynamic balance of the 4 factors.

The Training for Essentials T-Kit on Topic Centred Interaction: Disturbances result from disjuncture in these relationships; for example if a participant is not well integrated into the group or is not interested in the subject, then this will become obvious in the group life. Treating these relationships as dynamic means realising that priorities can be different at different stages of growth; an obvious example is the need to allow time and space to form before the project subjects can be introduced in depth. ‘Balance’ is a notion that takes on meaning in relation to each individual group, group leaders need to maintain balance by focusing on the neglected aspects of the group and learning process at any one time, while realising that not everything imported into the project environment can or should be dealt with.

In relation to this Cohn provides a set of postulates and rules aimed at improving group interaction and communication which place the emphasis on personal responsibility in inter-relations with and contributions to the group.

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Postulates: 1. Be your own chair(wo)man. You are responsible for yourself and your actions in the group. Be aware of your own expectations and what you could suggest.

Clarify your motivations and don’t expect that others will do it for you. Be aware of your own feelings, thoughts and actions.

2. Disturbances take precedence. If you can’t follow the learning process because it is too difficult for you or you are tired, bored or angry, make it visible to the others. Bear in mind that this does not mean that the group leader can deal with anything at any time, or indeed that it should. They must also set their priorities, time management and limits. Note the possibility of a cultural and individual dimension to this postulate: if participants or coordinators value harmony or do not wish to lose face, this could make it more difficult for them to express themselves. (c)Training for Essentials, Council of Europe Publishing, 2002 2) The Development of a Group: There are 5 phases of the group development: 1. Phase of Foreignness 2. Phase of Orientation 3. Phase of Trust 4. Phase of Differentiation 5. Phase of Ending How can I as a facilitator support the group and the individuals in the different phases?

1. Phase of Foreignness: Questions raised: - I don’t know anything; Will I find my place? Will I be accepted? Can I be as I am? To whom can I get closer? What is allowed, what is forbidden?

Group reflection: We believe the aim of a facilitator in these stages is to be aware that everyone's needs are different and you have to have all your bases covered. Respect people's needs and be aware we are all different and have different boundaries. · Proper information about the city, enough knowledge · Proper information about the programme, technicalities · Give a small gift · Respect individual needs · Look out for everybody 2. Phase of Orientation: Questions raised: - Finding my place; I need to be accepted in the group; How do I present myself?

What are my chances? What are my advantages and disadvantages? What is my role? What is my position? Can I stay in this group? Will I get what I need? Are there people with whom I want to share?

Group reflection: · Possibility of everyone to talk · Small groups privacy, less hesitations, expressing yourself · Focus on advantages and disadvantages, and push the advantages · Make participants more comfortable (with games…) · Stimulate participants (staying in group) 16

· Be aware of needs of participants · Joint activities - find common things among the group 3. Phase of Trust: Questions raised: - I know a bit about the others; We know each other, ourselves; Quite safe; I don’t need to find my place; Common objectives; Language Group reflection: · Find the right moment to help the group reach this point · The awareness of possibility of conflict (input: tools to deal with conflicts) · A first evaluation can be possible 4. Phase of Differentiation: Questions raised: - Recognise consciously that we are different; Recognise ourselves as individuals; Roads may be changed In this phase, each member of the group realises that his/her personal qualities are more or less different from those of the others. So here the group might split apart or some participant who feels he/she is too different might feel as an outsider. So here the facilitator should be attentive and notice when a crack in the group appears. They should try to support an 'outsider' by integrating this person into the teamwork, and also support the spirit of the group. · Free time... · Support individuals · Highlight similarities and common goal, to build the group.

5. Phase of Ending: Questions raised: - Parting hurts; Leaving is hurting; Let us stick together for the last time very closely Group Reflection: Further cooperation (eg. Open Space Methodology) for the future: - Party - Group Picture - Games - Final hug - Special time to say goodbye - Letters - Small presents 3) The idea of the Fundamental Interpersonal Relations Orientation, otherwise known as the FIRO cycle introduced by Will Schutz in The Human Element. The FIRO Cycle also represents the progression of the individual through a group process in five stages. During a study session, it is not expected that the group will move through the whole cycle, but this is the direction and process of every group. The responsibility of the facilitator is to aid the transition of the group from one phase to another, particularly through the opening stages into a situation where they can work more easily.

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Belonging: In this phase, each person in the group is wondering about him/her self. Should I be here? Will the other people like me? Will I fit in? Do I know enough about the topic? Do I know too much?

Politeness: Having accepted that I am meant to be here, I begin to look at every other member of the group, to identify whether they should be here, whether each other person will fit into the group, should be here, knows to little or too much.

Role Definition: This is the biggest and most difficult phase of group development.

Having accepted that each individual has a right to be here, each person must begin to find his role, and to identify the roles of the others. During this phase, conflict situations often arise, as people ‘battle’ to find their role. For example, four people may consider themselves a leader and during this phase, they begin to discover who will be the leader in this particular group. Each person has his own identity, but also a variation to that identity within every situation, group and context. An interesting observation made by Will Schutz is that women tend to move much faster through ‘Role Definition’ than men. During a seminar or any short term project, it is rarely expected that the group will move beyond ‘Role Definition’, but how far they progress may vary.

Ideal: This stage comes after every single member of the group has identified and accepted his role, in his own eyes and in the eyes of the others. Each person is trusted to fulfil his role.

Open: The final stage is a stage of complete acceptance and honesty. Each member of the group is so comfortable with the others that he/she can say anything, without fear of offending or being misunderstood. Perhaps the most obvious example of a group in ‘Open’ can be found in many family situations.

Many groups never reach this stage.

It is important for any facilitator to be aware of the progress of the group, and to try to understand the group context to situations as they arise.

Tecniche di lavoro in gruppo Il brainstorming E' un metodo che ha come scopo d'introdurre una tematica nuova, di incoraggiare la creatività dei partecipanti e di fare nascere un numero massimo d'idee in un tempo limitato. Se può anche utilizzare per risolvere un problema specifico o semplicemente per rispondere a una domanda.

• Identificate un problema sul quale devono riflettere tutti; • Scrivete il soggetto in maniera visibile per tutti; • Chiedete a tutti di dire le loro idee; l'animatore può scrivere le idee su un cartellone. Le idee devono essere formulate in parole o frasi corte; • Finite il processo quando le idee cessano di venire; • Analizzate le diverse idee proposte.

Punti importanti: 18

– scrivete tutte le nuove idee. Spesso le idee che al inizio sembrano le più pazze sono quelle più interessanti e più utile.

– nessuno deve giudicare o commentare le idee prima della fine del processo, e non dobbiamo riprendere un'idea già formulata.

– incoraggiate la partecipazione di tutti.

– non contribuite con le vostre idee solo per incoraggiare il gruppo.

Affiggere al muro E' un'altra tecnica di brainstorming. I partecipanti scrivono le loro idee su un foglio (o un post it), che attaccano al muro. Questo metodo ha il vantaggio di permettere ai partecipanti d'isolarsi per pensarci tranquillamente. I pezzi di carta possano essere mossi per raggruppargli per idee o per gruppi d'idee.

Il dibattito Il dibattito è un straordinario mezzo di scoprire il punto di vista di ogni su tale domanda. Possiamo organizzare dei dibattiti a partire dall'attualità... Iniziate sempre chiedendo ai partecipanti la seguente domanda “Cosa pensate del....?”

E' importante prima di iniziare stabilire alcune regole, ad esempio che si può parlare uno alla volta, che non si risponde al commento sul commento (per evitare l'effetto "ping pong"), che ognuno ha il diritto di esprimere la propria opinione senza paura di essere giudicato (regola del feedback impersonale) ecc.

Le discussione in piccoli gruppi E' un metodo utile se nessuna idea valida viene fuori da un dibattito generale. Si tratta di riunire i partecipanti in piccoli gruppi e poi presentare i risultati delle discussioni al gruppo intero.

Il lavoro in gruppo ristretto Questo tipo di processo è opposto al lavoro collettivo. E una tecnica che permette d'incoraggiare la partecipazione di ognuno e che contribuisce allo sviluppo del lavoro in squadra. Il piccolo gruppo può essere formatto di due o tre persone ma il numero ideale e di sei / otto persone.

COSE DA SAPERE SULL'APPRENDIMENTO INTERCULTURALE (ICL - Intercultural Learning) Cultural exchange implies a genuine interaction between all the different elements that make up a culture - history, customs and traditions, languages. This implies interactions between people who have had different social experiences and thus have differing perceptions and approaches.

Arriving abroad it is good to notice the influence that culture has on people but also to see the diversity which exists within a group of people having the same culture: differences due to age, belief, gender, social class etc.

Before making broad judgements about another culture you should look at the influences that create a “personal culture” at a very individual level. This can mean that two individuals coming from different national cultures can have more in common than two people from the same country who are divided in terms of generation, social class etc.

The national culture is not, therefore, the only element that can create misunderstandings; they can be greater between a young student in a city and an 19

old lady from the village. Thus one should not refer to the culture of a country but take into account all aspects, individual, regional and others, and see which are relevant in the specific situation.

Iceberg model of culture With the example of the iceberg you can reflect of the complexity of a culture.

Only a small part of any culture is immediately visible, while most of it is more difficult to discover as it is invisible and unconscious.

Visible elements include language, food, dress, architecture, music.

Hidden elements include family structures, notions of beauty or sin, the sense of justice, expressions of friendship, eye contact, the notion of time, self-image and much else!

The idea is to transmit to volunteers the message that they should not be satisfied with a superficial understanding of a culture but take the time and have the patience necessary to discover its deeper aspects.

Intercultural Learning is a process that moves human beings (minds, hearts and bodies) to a deeper awareness of their own culture (norms, behaviors, relationship and visions) through a qualitative immersion in another culture."

Stages of ICL: 1. To imagine yourself from the outside 2. To understand the world we live in 3. To be acquainted with other realities 4. To see difference positively 5. To foster positive attitudes, values and behaviour There are other realities which are neither better nor worth, but different.

In each culture there are positive aspects from which it is possible to learn, and negative aspects we may not agree with.

COSE DA FARE PRIMA DELL'INIZIO DEL CAMPO Essendo il coordinatore un punto di riferimento per i volontari internazionali (soprattutto i primi giorni del progetto), è giusto che lui/lei conosca il progetto prima che arrivino gli altri volontari.

1) Una volta assegnato il progetto si concorda con il responsabile di YAP una formazione specifica in cui si spiegano meglio le specificità del progetto e del partner locale. Il responsabile di YAP inoltre invierà al/la coordinatore/rice le schede dei volontari accettati al campo insieme alle loro lettere motivazionali. E' molto importante leggere questa documentazione prima del progetto, aiuterà a 20

fare una prima conoscenza con i partecipanti, capire le loro motivazioni, aspettative, esperienze pregresse per poterle utilizzare a favore del progetto.

2) Si mettono in contatto il campleader e il responsabile dell'associazione di accoglienza.

3) I coordinatori sono invitati ad inviare una breve e-mail di benvenuto ai futuri partecipanti del campo per presentarsi, lasciare i propri contatti e ricordare ai partecipanti di comunicare l'orario di arrivo al campo. IMPORTANTE! Informate il responsabile di YAP Italia (campi.in@yap.it) qualora gli indirizzi e-mail dei volontari che vi sono stati forniti, risultassero sbagliati o inesistenti oppure se non avete ricevuto risposta da parte di qualcuno dei volontari.

4) Inoltre è fortemente consigliato arrivare al luogo del campo 1-2 giorni prima dell'inizio del progetto. Questo serve a:  Capire bene il lavoro da fare: cosa, come, con chi, per conto di chi e perché, così da essere in grado di spiegarlo ai volontari;  Controllare gli attrezzi per il lavoro: capire dove sono ed assicurarsi che ce ne siano per tutti; se sono sotto chiave farsene dare una copia oppure assicurarsi che chi ha le chiavi sia disponibile quando serve.  Controllare la logistica: che ci siano abbastanza piatti, bicchieri, posate etc. materiale per le pulizie, inclusi stracci e scope, una cassetta di pronto soccorso...  Controllare il materiale che vi serve per le attività di gruppo (es. cartelloni, pennarelli, palla ecc.)  Familiarizzare con la struttura che vi ospita e con i luoghi più vicini: capire dove e quanti bagni, docce, stanze per dormire, il telefono pubblico/internet point più vicino (nel caso la struttura non abbia connessione WiFi), ecc. E' importante farsi dare i numeri d'emergenza e attaccarli accanto al telefono - guardia medica, ambulanza, vigili del fuoco ecc.  Capire se il posto dove si lavora è distante da dove si alloggia: in questo caso studiare la miglior soluzione possibile per il suo raggiungimento quotidiano. Soprattutto ricordatevi di controllare se esistono bus per gli spostamenti quotidiani o se l'associazione ospitante metterà a disposizione dei mezzi per raggiungere la zona di lavoro.  Informarvi sulle attività per il tempo libero offerte dalla zona, il partner locale sicuramente vi sarà d'aiuto. Naturalmente questo è un compito a cui non siete obbligati ad assolvere: non siete gli organizzatori di un club di vacanze e non è detto che si debba "fare qualcosa" ogni momento, cosa che anzi generalmente risulta piuttosto antipatica. Tuttavia qualche suggerimento da parte vostra potrebbe risultare gradito.  Accogliere quei volontari che per problemi di aereo o altro arrivano prima dell'inizio del campo. IMPORTANTE! Solitamente nei campi di YAP, in base agli accordi presi con i partner locali, non è possibile arrivare prima del primo giorno del campo né rimanere dopo la fine del progetto. Tutti i volontari ne sono informati tramite l'infosheet che ricevono 1 mese prima della partenza e sono invitati ad organizzare la propria permanenza in Italia prima e dopo il campo in maniera autonoma. Tuttavia è possibile che qualcuno vi chieda via email, facebook o whatsapp la possibilità di dormire 21



nell'alloggio prima o dopo il campo. In questi casi non dovete prendere decisioni autonome ma comunicarlo immediatamente al responsabile di YAP Italia (campi.in@yap.it).

Fare una spesa facendo scorta di prodotti di prima necessitĂ (caffĂŠ, the, biscotti, succhi di frutta) per non dover accogliere i volontari in arrivo (spesso dopo i viaggi molto lunghi) a mani vuote.

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Parte B. LA PRIMA PARTE DEL CAMPO IL PRIMO GIORNO DEL CAMPO Questa giornata va dedicata all'accoglienza dei volontari: il primo giorno è un giorno di arrivo e mai di lavoro!

Ecco alcuni consigli per far sentire benvenuti i volontari:  Fate trovare qualcosa da mangiare ai volontari: dei panini, un piatto di pasta o un’insalata vi faranno guadagnare molti punti nelle loro preferenze...  Se c'è un appuntamento per andare a prendere i volontari: rispettatelo!

Assicuratevi che mentre qualcuno va al luogo dell'appuntamento, ci sia qualcun'altro che rimane all'alloggio nel caso in cui qualche volontario arrivi lì. Se non c'è un appuntamento dovete aspettare tutti nella struttura ospitante, o almeno assicuratevi che ci sia qualcuno che può farlo mentre voi siete assenti.  Preparate dei cartelli con le frecce (dalla fermata dell'autobus al campo per esempio) e uno di benvenuto fuori dal campo.  Siate provvisti di un elenco ufficiale dei volontari: segnate gli arrivi.

Comunicateci subito quando i volontari arrivati sono al completo, se ci sono ritardatari o se arriva qualche volontario fuori lista. Fate firmare ai volontari il foglio firme, serve per attivare l'assicurazione per tutti i partecipanti.  Non allarmatevi se qualche volontario/a non è arrivato in tempo al meeting point e non mettetevi a chiamarlo/a sul cellulare o sui numeri di emergenza!

Può aver avuto un contrattempo, perso la coincidenza o il treno ma in ogni caso ha il vostro numero e vi contatterà nel caso di necessità. Se non si fa vivo/a entro un paio d'ore né all'alloggio né al meeting point inviate un sms al numero che avete nella scheda del volontario/a. Nel caso di mancata risposta avvisate l'ufficio di YAP Italia: può trattarsi di una cancellazione all'ultimo minuto che il/la volontario/a non ha comunicato in tempo.

In serata organizzate UNA PRIMA RIUNIONE CON I VOLONTARI. E' importante che siano presenti tutti (salvo chi non è arrivato per contrattempi logistici), che inizino a prendere confidenza tra di loro e ad abituarsi alle riunioni di gruppo.  Fate un giro di presentazione: ciascuno al suo turno deve presentarsi rapidamente, nome, nazionalità, cosa fa, le sue motivazioni e aspettative dal campo (per questa sessione vi suggeriamo di utilizzare ALLEGATO 1 - ESEMPI DI ATTIVITA' DA PROPORRE AI VOLONTARI). Il campleader deve rimanere attento a cosa dicono, sopratutto alle motivazioni, eventualmente chiarire dubbi.  Spiegate cosa sono e come funzionano i campi, cos'è lo YAP, e più specificamente il campo stesso (lavoro, tempo libero...). Può sembrare la cosa più banale e scontata però è possibile che non tutti i volontari abbiano letto l'infosheet o hanno avuto modo di chiarire dei dubbi con la loro associazione d'invio. IMPORTANTE! Spiegate che i soldi che hanno pagato alle loro associazione d'invio, non erano per il cibo o l'alloggio che noi mettiamo alla loro disposizione e che YAP Italia non riceve nemmeno 1 centesimo dalle quote d'iscrizione che invece rimangono alle loro associazioni d'invio. Chiarite che non abbiamo un budget illimitato, che ci sarà bisogno di fare delle scelte nell'alimentazione. Che tutto si organizza intorno alla vita in comune, cioè che si devono organizzare i turni 23

(cucina, pulizia...), ci saranno momenti di tempo libero, che c'è la possibilità di organizzare delle attività, e che loro idee sono benvenute.  Organizzate la vita in comune (turni di pulizie degli spazi comuni, di cucina ecc.) chi farà cosa e quando.  Chiedete se hanno bisogno di un'alimentazione particolare (vegetariani, vegani, allergie...). Anche se di solito questo tipo di informazioni viene inserito nella scheda d'iscrizione dei volontari, può capitare che non l'hanno segnalato o per un errore non è stato registrato.  Spiegate le regole del campo!

ALCUNE REGOLE DEL CAMPO – Il campo di volontariato non è una vacanza a basso costo: non bisogna tenere in mente di scappare in una grande città ad ogni occasione o momento libero. Si assumono le proprie responsabilità nei confronti del progetto e della comunità di accoglienza.

– Anche le attività di gruppo nel tempo libero sono un elemento importante del progetto e dell'esperienza interculturale.

– I volontari devono rispettare le regole e le leggi del luogo e del paese che li ospita, soprattutto per quanto riguarda il consumo di alcol e droghe.

– L'alcool non è compreso nel budget del campo, assunzione di qualsiasi tipo di droga è proibita!

– La lingua comune è l'inglese (attenzione alla formazione di gruppi di stessa lingua).

– Il budget per il mangiare non è illimitato. Non si mangia la carne tutti i giorni e non si mangia tutto il giorno: si mangia tutti insieme quello che è stato preparato (rispetto reciproco).

– Si rispettano i turni (lavoro, pulizie, cucina) e gli altri che stanno dormendo – Qualsiasi comportamento che accusa segni di violenza fisica o verbale nei confronti di altri volontari, coordinatore/rice, staff o utenti, bambini o membri della comunità locale, implica l'espulsione dal campo.

I TURNI DI LAVORO Il campo di volontariato è uno spazio dove si deve applicare la democrazia e la partecipazione attiva nel prendere delle decisioni da parte di tutti. Tuttavia ci devono essere delle norme che regolano la vita e il lavoro comune tra cui i turni di lavoro, di cucina e di pulizie dell'alloggio. Perciò il coordinatore deve organizzare un cartellone con i turni. E' importante che: - tutti fanno tutto (non esistono divisioni di genere per nessun tipo di lavoro) - la pulizia degli alloggi, dei bagni e della cucina deve essere accurata e giornaliera; - il posto in cui si viene ospitati deve essere lasciato perfettamente pulito e in ordine, organizzando una pulizia generale alla quale partecipano tutti i volontari l'ultimo giorno del campo.

Cercate di stimolare i volontari ad assumersi responsabilità: chi sporca fuori orario (es. piatti o bicchieri) è tenuto a pulire anche se non è il suo turno.

Tutti i volontari sono tenuti a rispettare la turnazione: in caso di richiesta di esenzione, la decisione va presa insieme agli altri volontari. E' molto importante cercare di dare spazio all'auto-organizzazione e i volontari vanno stimolati in questo senso.

Per quanto riguarda gli orari di lavoro, in tutti i casi sono stabiliti dal partner locale e dipendono dalle necessità di ogni singolo progetto. NB! Nella descrizione dei progetti che YAP Italia presenta ai partner internazionali e che ogni volontario/a consulta nel momento in cui sceglie il campo, sono sempre indicati gli orari "insoliti" di lavoro, es. lavoro durante la notte e nei weekend previsto dai festival.

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Tuttavia in alcuni casi è possibile discutere con i volontari e con il partner locale per introdurre delle modifiche nei turni di lavoro. Ad esempio, se fa troppo caldo e il lavoro previsto si svolge fuori, è possibile spostare l'inizio del turno un po' prima.

Va inoltre fissato insieme ai volontari l'orario della sveglia, come pure è necessario stabilire delle fasce orarie in cui non si dovrebbe far rumore. Per far rispettare soprattutto gli orari di sveglia si può stabilire che ogni giorno le persone responsabili della colazione abbiano anche il compito di svegliare gli altri volontari, usando magari sistemi non violenti...musica, poesie etc.

LE RESPONSABILITA' DEL COORDINATORE Il coordinatore ha la responsabilità di:  conoscere la propria organizzazione (YAP Italia), il progetto locale e i suoi obiettivi  avere conoscenze base sull'apprendimento interculturale, dinamiche di gruppo, gestione non violenta dei conflitti  essere mediatore tra la comunità locale e il gruppo, tra il partner locale e YAP Italia durante il progetto e tra i volontari internazionali e YAP Italia  chiarire le responsabilità del gruppo nell'esecuzione del lavoro  chiarire le regole del campo  partecipare a tutte le attività lavorative all'interno del progetto, inclusi i turni di cucina e pulizie  seguire le dinamiche di gruppo: cercare di fare attenzione che nessuno venga escluso, ad esempio per differenze linguistiche o culturali o di differenti orientamenti sessuali  se necessario, ricorrere a strategie per risolvere eventuali problemi pratici (es. turni, spesa, ecc.)  aiutare gli ultimi arrivati ad inserirsi in un gruppo già formato  stimolare la consapevolezza di problemi da risolvere all'interno del gruppo (ad es. derivati da incomprensioni personali, gruppetti, insoddisfazione nel lavoro). Suggerire eventuali modi per affrontare i problemi  organizzare la valutazione intermedia (a metà campo) e la valutazione finale del campo (vedi la sezione specifica EVALUATION)  preparare la propria valutazione finale del progetto e il report finanziario (vedi la parte THE WORKCAMP REPORT) Il coordinatore non ha la responsabilità:  legale nei confronti dei volontari  di prendere decisioni per il gruppo  di organizzare ogni cosa al posto del gruppo  di gestire il campo da solo  di custodire gli oggetti di valore e di proprietà dei volontari  di prestare soldi ai volontari  di fare la spesa tutti i giorni ed essere l'unico responsabile per le provviste  di cucinare per i volontari (almeno che non sia il suo turno di cucina) 25

   

di essere l'unico a pulire gli spazi comuni e a rimanere da solo per le pulizie finali di svegliare i volontari la mattina di far lavorare i volontari (solo accertarsi che i volontari siano consapevoli delle loro responsabilità) di far divertire i volontari e assumere il ruolo di animatore del campo.

Il coordinatore ha diritto di:  essere supportato prima, durante, dopo il progetto, qualora fosse necessario, dal partner locale e da YAP Italia. Non siete da soli a gestire il progetto, per qualsiasi questione tecnica o logistica potete rivolgervi al partner/referente locale e per qualsiasi dubbio contattate YAP Italia  avere dei giorni liberi come/con tutti gli altri volontari  ricevere rimborso di spese di viaggio A/R da e per il campo, rimborso spese di 50 EUR per ogni campo che coordina, quota campo in omaggio per i progetti dell'anno in corso o dell'anno prossimo.  richiedere il certificato che attesta la coordinazione di un campo di volontariato internazionale Some more thoughts about leaders and leadership...

As a workcamp leader, you play an important and decisive role in the running of a workcamp. The workcamp leader function has three parts: to lead, organize and mediate as appropriate. The relationship between workcamp leader and the other volunteers should not be hierarchical. The role of the workcamp leaders is to take suggestions from the group and to maintain the organizational framework. The workcamp leaders should ask the participants for ideas about how to organize the spare time. Therefore, you have to find the right balance between fulfilling the expectations of your co-participants and your own needs as a volunteer.

This can be very difficult sometimes, and you should ask yourself the following questions before you go to a workcamp: • What do I expect from participating in a workcamp?

• What do I expect from the other volunteers?

• Where and how do I get enough space for myself?

• How can I fulfil my own needs in terms of having fun, getting to know other people, finding the energy to accomplish my role as leader?

• How can I find support and advice?

The workcamp is a place where democracy can and should be put into practice. The aim of democratic life in a workcamp is that every volunteer participates in making the decisions. The leader is not the authority, the big boss, the mom or dad of the volunteers, the most popular guy of the camp nor the incarnation of wisdom. He/she is simply member of the group who is also playing an important role in the existence, productivity and creativity of a workcamp group. If the leaders do not play this role there is a risk of chaos, disorganization and frustration.

This position requires a great sense of responsibility and sensitivity towards the needs of the actual group as well as associated people (e.g. the project partner). Only by being openminded is it possible for a workcamp leader to act according to the motto ‘living together, working together, and learning from each other’. The group discusses all the issues concerning workcamp life during group meetings (if it is possible, every day after the dinner and during mid- and final evaluations). The leaders who, at the beginning, have more information then the arriving volunteers give this information for the group to share. It is important that solutions are found which respect everybody’s interest.

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Volunteers’ rights

Volunteers’ responsibilities

@ to be prepared/ trained if needed @ to be respected @ not to be misused @ to have someone to talk to about work @ to know what is expected from them and to whom they are responsible to @ to know to whom they can turn to if problems arise @ to ask for help or support @ to ask for changes @ to rebel against unjust procedure, treatment or critic @ to say ‘no’ @ to be rewarded and commended @ to have suitable equipment @ to make mistakes and learn from them @ to gain something from their work @ to know how they are chosen @ to ask questions and to get answers @ to develop, grow and change @ to give/receive positive and constructive feedback @ to be part of a team and involved in certain meetings and social events @ to be insured and have a safe working environment @ not to be discriminated based on race, sex, sexual orientation, disabilities, age @ to be trusted in @ to be consulted @ to have their own feelings, opinions and beliefs @ to change their opinion or decision @ to get angry @ not to take responsibility for other’s problems or behaviours @ to know his/her rights

# to be open-minded # to be responsible # to respect others and their rights # to respect working standards of the organisation, its aims and values # to be honest if any problems turn up # to ask for support if needed # to participate on trainings and to support workrelated activities # to keep promises # to respect deadlines and finish the given tasks # to give feedback # to accept constructive critics, and comments # to respect privacy # to enjoy # to know their rights

LA SPESA, LA CUCINA, I PASTI Ci possono essere diverse modalità di gestione della spesa e dei pasti durante il campo in base agli accordi presi con il partner locale: a) Il partner fornisce il budget e i volontari fanno la spesa e cucinano autonomamente. In questo caso il responsabile riceve una somma in denaro che servirà per la spesa durante il campo.

Ogni giorno i volontari responsabili del servizio cucina prenderanno i soldi stabiliti per la spesa giornaliera e andranno ad 27

acquistare il cibo, CONSERVANDO TUTTI GLI SCONTRINI. b) Il partner in base alle indicazioni dei volontari fa la spesa e fornisce i prodotti per cucinare al gruppo c) Il partner fornisce il catering per tutti / alcuni pasti giornalieri La maggior parte dei campi inizia durante il weekend. Perciò se il campo prevede l'acquisto e la preparazione del cibo da parte del gruppo (caso a) è molto importante fare una prima spesa delle cose essenziali qualche giorno prima dell'inizio del campo (quando arrivate in anticipo per conoscere il progetto e il partner). Non pensate di risolvere con la prima spesa la questione del mangiare per tutta la settimana: prendete il giusto necessario, anche perché non conoscete ancora i gusti dei volontari e le loro preferenze. Ad esempio, non tutti sono abituati a fare colazione con latte e biscotti, a qualcuno possono servire delle uova, formaggio, cose salate. Consigliamo con la prima spesa di prendere: - Ingredienti basilari: riso, patate, pasta, - Succhi di frutta, biscotti, crostate - Un po' di frutta e di verdura - Sale, pepe, zucchero, olio, aceto, the, caffè (anche quello solubile) - Prodotti per pulire, sapone per i piatti, per le mani, per i panni, carta igienica, sacchetti per l'immondizia, strofinacci e panni per cucina Non dimenticate di controllare i materiali per le attività di gruppo: pennarelli, cartelloni, penne, nastro adesivo di carta ecc. ! NOT ONLY FOOD !

Breakfast, lunch and dinner should be more than just occasions to consume food.

They should provide an opportunity to talk to each other, exchange important information, talk things through, and get ready for the next point on the agenda...

These meetings can also be used for quick evaluations, for critical or complimentary remarks. All volunteers should be involved in the cooking. This means much more than just sharing the duties and taking turns to do the shopping, cooking, laying the table and washing up. Meals are an important part of living together, and they are an opportunity for intercultural exchange. Usually, in workcamps Kitchen teams are organized (Kitchen teams prepare and serve the food for the other volunteers. Workcamp leaders are also expected to participate in this). Why not prepare characteristic delicatessen from the various home countries of the volunteers? Trying out or presenting multi-national food may give an impetus to tell stories and anecdotes, learn about different cultural attitudes towards food, make new experiences, raise curiosity, and discuss the eating habits or distribution of goods within societies or between different parts of the world. If meals are prepared and presented nicely, it will add a lot to a workcamp’s atmosphere. Think of candles or flowers, play background music, lay the table nicely. It will also make the kitchen duties more attractive and create a challenge for making the others feel even more at home.

FREE TIME - WEEKENDS/DAYS OFF If there is no other arrangement with the project partner, the weekends are at your own disposal. NB: It needn’t be the weekends. In agreement with the project partner you can choose any one-two days in the week not to work. The things to do would be to go on an outing with the whole group, e.g. organized excursions 28

to national park or nearest town; to relax ‘at home’ or to use your time for getting to know each other better. Some volunteers might express the wish to spend their weekends individually or with a group of only two or three people. Quite often they want to go to other towns and spend the whole free time away from the workcamp. In such cases you should carefully discuss this with the group, as such individual actions may make the members of the group drift apart, and would in the end be no good for the atmosphere within the group.

Remind your volunteers that YAP-Italy's workcamps are NOT AT ALL a way to have cheap holidays, nor are they a new kind of socio-humanitarian tourism. Volunteers must not be treated like cheap workers by the project; on the other hand they are expected to serve the local project as much as they can from the first to the last day of the workcamp.

If they want to discover the beauties of Italy and Europe, they are invited to do it BEFORE or AFTER the workcamp, NOT DURING the workcamp. The same approach concerns the idea of escaping in the nearest big city every free moment: this is not the aim of the camp! Leisure time spent with the other volunteers is central to the international volunteer experience. Therefore, volunteers are expected to participate in the group based leisure activities and are requested not to arrange personal trips away from the project during the workcamp.

For further ideas of the activities for the free time please see the attachment "OTHER ACTIVITIES FOR FREE TIME" VISITS & VISITORS If you have enough space at the workcamp accommodation and the local partner agree on it, you may have visitors to come and stay with you for lunch/dinner or for a whole day (i.e. participants from another workcamp nearby, colleagues from your organisation, friends or relatives). Such visits naturally have to be approved by the whole group and by the local partner. It's very important to clarify with the volunteers and with the visitor(s) that the workcamp place is not a couchserfing or a hostel so whoever can come and go.

Remember that the workcamp accommodation is the home place for the volunteers for the whole duration of the camp so a person is welcome as a guest if s/he gives a hand to the project. That means that if any visitors come to have a lunch with the volunteers they have to support the kitchen/cleaning team; if somebody is staying for 1 day in a workcamp, s/he has to work together with the volunteers and follow the shifts of cooking/cleaning and the general rules of the workcamp.

If the visitors are part of the local community. The integration with the locals is certainly one of the workcamp aims. However, you have to assure that this does not disturb rhythms and the schedule of the workcamp and does not influence the cohesion of the group. In case of visitors try to preserve the private space of the volunteers (if possible use common spaces and not the sleeping rooms to host the external people).

In any case we strongly invite you not to abuse with visits and visitors in a workcamp because it could affect in a negative way the privacy of the volunteers, the atmosphere and the group dynamics.

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PARTE C. SECONDA META' DEL PROGETTO SUBGROUPS A common problem in a workcamp is that one nationality dominates or that people split up into language groups or that the participants will stay close to the people they already knew before the workcamp. This is not necessarily negative as long as these groups are willing to communicate one with another. The leaders should help the group to overcome this by helping them to get to know each other a little better (ice breaking games and informal activities), to develop a feeling that ‘this is our workcamp’ and that ‘I am going to enjoy this’, and by explaining what the workcamp is all about.

What you can do: • Explain that the English is the official language of the project. If somebody feels unconfident with his/her language skills the leader and the group have to support and encourage this person. You may organise some brief daily language courses and/or prepare a flipchart with the main English words you have to use in your everyday life with their translation into the languages your volunteers speak.

• Ask people not to be shy and if they don't understand something, repeat the things you have already explained and ask them questions too be sure that everything is clear. Encourage people to ask questions about the programme and to come up with ideas, even if you think they will not do this yet. Sharing the responsibility may start with thinking about what you could eat for dinner.

• Use the working/cleaning/cooking shifts to mix people of different nationalities and linguistic groups.

• To make people from different countries communicate better organize more active games. For example play football, go swimming or cycling. This will also give the group the opportunity to have fun together even if they find it difficult to speak in a foreign language.

• Offer common activities in work, meal times and spare time that can strengthen the group feeling. Invite people to speak their mind, use their talents and get to know each other better.

• Be very active in including everybody: don’t become parts of a subgroup yourself but divide your time and attention over the whole group.

CONFLICTS What is a conflict?

• a state of opposition or hostility • a fight or struggle • the clashing of opposed principles • the opposition of incompatible wishes or needs Anywhere where different people meet, conflicts can arise because of different interests, ways of approaching things, cultural backgrounds, expectations and 30

motivations. If we consider how complex a group of 20 people is, coming from all corners of the world, we see that the potential for such conflicts is great. The way conflicts develop in a workcamp, how they are dealt with and how they are solved, depends on the motivation of the workcamp participants and the conduct of the workcamp leader.

Using a democratic way of leading a workcamp is likely to lead to conflicts at some point; the question is how to deal with a conflict in a constructive way.

Some types of conflict: Intrapersonal: conflict about our own behaviour, values, ideas…

Inter – personal: conflict between personalities, there’s no guarantee that team building exercises and so on will make sure that participants like each other – sometimes individual animosity can have negative group effect Inter – role: people play informal and formal roles in relation to each other, the assignment and adoption of that roles can be a source of conflict Inter – group/organisational: between groups or representatives of those groups NB! NOT EVERY TYPE OF THE CONFLICT THAT MAY OCCUR WITHIN THE GROUP SHOULD BE DEALT BY THE CAMPLEADER Reactions to conflicts Rivalry - very strong “affirmation of the self” behaviour, very little cooperation. We follow our own goals at the expense of others.

Giving in - very little “affirmation of the self” behaviour, very much cooperation.

We neglect our own goals and needs, to satisfy others.

Avoiding - very little “affirmation of the self” behaviour, and very little cooperation We choose not to care about our own goals or about anybody else's.

Collaboration - very strong “affirmation of the self” behaviour and very much cooperation. We try to reach both our goals and the goals of the other side.

Compromise - intermediary behaviour both in “affirmation of the self” and cooperation. We try to find a solution acceptable for all, even if this solution is not exactly satisfactory.

Positive aspects of a conflict Negative aspects of a conflict - stimulates energy - waste of energy - allows creativity - waste of time - responsibilises the individual - violation of rights - reinforces the image of the “self” - breakage of relations - improves group cohesion - interruption of communication - stimulates innovation - negative perceptions towards the - encourages the research for a better others solution - inflation of the conflict If the leaders feel that there is resentment or dissatisfaction in the group the best thing is to organise a group meeting, and give an opportunity for everyone to speak their mind about the workcamp and the group. Maybe the group can find a solution that respects the interest of both conflicting parties. Remember this: The campleader in most of cases is not a professional conflict manager and should not allow him/herself to become eaten up by the ambition to solve every possible problem.

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The escalation of a conflict Polarisation Open hostility Enemy images Dialogue stops Expansion Personification Original disagreement ======================================================================== The following problems do not have to arise in every workcamp, but from experience we know that they may come up: Different interests/needs Sometimes volunteers have very different expectations to the work, study part and leisure programme. In case these differences lead to tension and problems, it is important to work out how the most of the different interests can be met. For example, the volunteers do not necessarily have do everything together as a group, or if a volunteer does not like a particular task, he/she may be able to do something else instead.

Language problems Many conflicts may arise due to language problems. Some volunteers even may feel excluded from the workcamp and become outsiders. A workcamp leader should always: • dedicate enough time for translation; • make sure that information is passed on and understood properly; • present the study part as illustratively as possible; • use plenty of non-verbal methods of communication.

Alcohol/drugs Alcohol or drug consumption can lead to tension and problems, which need to be openly discussed. Suggestion: discuss within the group "house rules" about alcohol consumption in the first day of the workcamp (see: ALCUNE REGOLE DEL CAMPO). Explain that drugs consumption is illegal in Italy and while in their everyday private life the volunteers are free to make use of any narcotic substance, in a workcamp it is strictly forbidden.

Prejudices against other nationalities/cultures Workcamps can contribute to break down prejudices or even reinforce stereotypes, that's why one of the main challenges is to turn an international project into intercultural experience. Prejudices can affect people’s beliefs and behaviour a lot. Some volunteers might express their prejudices directly; others have them but do not admit having them.

The best way of overcoming prejudices is to become aware of them, to try to communicate as much as possible and to cooperate on the basis of common interests which should be found in the workcamp and be the subject of mutual communication. It is very important to:

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• talk about the different cultural backgrounds of the participants, for example by means of an ‘multi-cultural evening’, where all volunteers present information about their own countries and/or specific cultural aspects; • discuss characteristic features of different cultures, for example explore different ways of dealing with a particular problem (‘How do you deal with the situation x in your country?’); • find out all the things the participants have in common despite all obvious differences, misunderstandings and tensions.

Different moral concepts Different cultures develop different moral concepts and attitudes to men’s and women’s role in society and other subjects. It is important to respect all the norms and values and not to think that one way of doing and thinking is superior to another. Values have to be understood by looking at the society that people come from. In the space of two-three weeks nobody can expect anyone to give up everything that they have learned and lived with at home up until then.

Outsiders Outsiders might be people who are not used to an intense social life, who have language problems or have a disability. An outsider can also be a person who is a bit different from the others due to social or political background. Workcamp leaders should always try to integrate such volunteers, for example by: • responding to discriminatory remarks or behaviour; • emphasizing the special abilities of the discriminated person; • questioning the group’s behaviour.

Workcamp leaders can give them more attention, try to translate for them or try to find a common point of interest that this person has with the rest of the group. Work organized in small groups is a good way of mixing people.

Culture shock A person who travels to a foreign country may suffer from culture shock. The reason for culture shock is the fact that someone without preparation is suddenly surrounded by a population and culture completely or partially different from the one that they are used to. That can have a very negative effect, and person might react against it physically and psychologically. Culture shock can be avoided or decreased through a better information flow between the leaders and volunteers. Allowing the foreigner to talk about their difficulties and good friendships are the best ways of helping them to be integrated into the group.

‘Power balance’ The next issue that can come up after one or two days is: ‘Who is the boss?’ It will become clear who are ‘the leader figures’ (natural leaders) in the group. People will approach each other on the basis of first impressions. The young people will also try to find out how strict the rules are and what you are like as a leader. Personal agendas will become apparent (I am here to party!). You should try to move out of power struggles and to see behind hidden roles and first impressions. * What you can do: • Meet regularly as leaders right from the beginning. This does not have to be very formal, but make sure there is enough communication about how things are going.

• Be very clear about rules. Try not to go along with a false polarization between participants and leaders as ‘the ones who want to have a good time’ and ‘the ones who want rules’.

• Encourage the group to mix with everyone. For example by changing the subgroups for work, kitchen teams or by organizing games in teams. Form these teams by using other little games, not by just telling people ‘I want you to be in a group with Igor’.

• Focus on positive things that happen in the group, positive activities that you are going to do, and try to relate to everybody in a positive way. For example, try to shift the attention from what people are not allowed to drink to the interesting activity some people have prepared for tonight.

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• Try to understand why certain people might be testing you and talk about this with the other leaders.

• Finally, try not to worry about how popular you are.

================================================================== Tips to solve a conflict Values, religion, cult ure NOT NEGOTIABLE

1. find the real origin of the conflicts; 2. identify the needs of the individuals rather than the needs of the group they belong to; 3. define common objectives and objective criteria; 4. make choices; 5. do not try to avoid conflicts at any cost; 6. do not distribute blames; 7. find a “neutral ground” of negotiation; 8. if needed, ask for external assistance; 9. find common areas.

com m on point s, object ives, needs, int erest s

Steps in dealing with conflict Before starting with the analyses of the conflict a safe environment has to be created in which the involved parties can express their points of view, interests, motivations, needs, emotions.

1. Defining the conflict What is the conflict about? What happened?

The definition must be acceptable to everyone involved.

See the problem separately from people concerned.

2. Clarifying the background of the conflict What are the needs and interests in the background of the conflict?

This is very important step in conflict transformation. People must be encouraged to speak from the position of needs. Expressing feelings (anger, sadness, frustration, fear…) is also very important.

The aim is to recognise and accept one’s own point of view and gain some understanding of the other person’s.

Listen to the needs and feeling of other people without judgement!!!

3. Creating Options What would we like to happen?

The aim is to give an indication of the direction in which a constructive solution might lie. Because of that, at this stage suggestions are not judged or evaluated.

Try to find a win – win solution.

4. Making an agreement and setting goals What can we do?

The solution is made by taking into account both the feelings and needs expressed in the stage two and to the suggestions from the stage three.

The solution should involve small steps that will, gradually help to (re)build trust and cooperation.

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Do not be afraid of conflicts and do not avoid them. An open conflict is better than a hidden one and it gives the group a chance to find a solution and to improve the situation that created the conflict in the first place. Conflicts in international encounters are more than ‘just’ problems; they are also an opportunity to initiate intercultural learning. Mutual respect of differences is very important. By discussing things with people from other societies we are making the first step towards international cooperation. Talking to someone from another country and learning to identify with their situation can create understanding and appreciation.

To learn more about the conflict management techniques please see the attachment CONFLICT MANAGEMENT ESCLUSIONI DAL CAMPO A volte il conflitto può provocare delle conseguenze molto gravi, soprattutto se un/a volontairio/a dimostra dei comportamenti illeciti verso il campo o il resto del gruppo. In questi casi del tutto eccezionali si può attivare una procedura di allontanamento dal progetto. Questa decisione è molto grave e non va mai presa esclusivamente dal coordinatore! I passaggi da compiere sono i seguenti: - Se vedete che uno o più partecipanti si comportano in maniera inadeguata (es. la sera fanno festa fino alle 4 del mattino e non vengono al lavoro, si presentano ubriachi o agrediscono verbalmente o fisicamente altro/a partecipante), bisogna innanzitutto parlare con lui/lei/loro e cercare di capire la dinamica dell'accaduto.

- Dovete informare immediatamente YAP Italia, spiegando nei minimi dettagli quello che è successo. Ci servono più informazioni possibile per contattare il nostro partner all'estero - l'associazione d'invio del/la volontario/a in questione - e fornire il quadro completo dei fatti.

- E' possibile richiedere un aiuto esterno per tentare di risolvere la situazione. Può essere il segretariato di YAP Italia o anche una persona dello staff del partner locale. Spesso anche l'associazione partner che ha inviato il/la volontario/a dopo la segnalazione si mette in contatto con lui/lei e cerca di intervenire in modo produttivo.

- Se tutte queste azioni non hanno raggiunto l'obiettivo, si comunica al/la volontario/a la richiesta di abbandonare il progetto.

NB! A volte può succedere che qualche volontario/a decide in maniera autonoma di lasciare il campo per vari motivi: problemi personali, aspettative diverse, disaccordo forte con il resto del gruppo ecc. Ricordatevi che essendo maggiorenni possono decidere di abbandonare il workcamp e non avete la facoltà di impedirglielo. Piuttosto, se qualcuno vi confida una decisione del genere, cercate sempre di capire la natura del problema, parlare con la persona in maniera empatica e tranquilla. Non tutti i problemi dei volontari riguardano i progetto e non tutti si possono e devono risolvere quindi non consideratelo un fallimento.

COMUNICAZIONE: PROMUOVERE & SENSIBILIZZARE E' importante utilizzare i campi di volontariato come strumento di sensibilizzazione al volontariato internazionale, la solidarietà e l'intercultura. Ciò richiede lavoro di pubbliche relazioni ed informazione corretta e tempestiva sulle attività dei volontari, del partner locale e di YAP Italia.

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Gli obiettivi della campagna di comunicazione di un campo di lavoro possono essere i seguenti: → Dare visibilità e riconoscimento al lavoro svolto dai volontari; → Sensibilizzare comunità locali alla pace e alla solidarietà; → Promuovere YAP Italia e il volontariato internazionale; → Promuovere le attività del partner locale attraverso il valore aggiunto del progetto internazionale (anche al livello istituzionale); → Trovare dei nuovi partner potenzialmente interessati ad ospitare in futuro progetti di volontariato internazionale organizzati in collaborazione con YAP Italia. → Discutere pubblicamente delle problematiche attuali della comunità (es. razzismo, marginalizzazione ed esclusione dei giovani, libertà di movimento ecc.) o/e delle campagne globali dei network di volontariato di cui YAP Italia fa parte (Raising Peace Campaign, Environmentl Sustinability Campaign, Access 4 All Campaign).

Ecco alcuni suggerimenti per dare maggiore visibilità ad un workcamp: - Definite insieme a YAP Italia e al partner locale il/i messaggi(o) principale/i della campagna cioè le cose più importanti da sottolineare/promuovere basandosi sugli obiettivi cui alcuni sono citati sopra.

- Chiedete al partner locale di contattare o di lasciarvi i contatti dei giornalisti locali e dei blogger, delle testate principali, delle riviste universitarie. Preparate insieme un breve comunicato stampa con le principali informazioni sul campo di volontariato che state svolgendo.

Principi base di un comunicato stampa • Scrivere frasi brevi con una struttura chiara; • Sottolineare gli elementi più importanti: chi, quando, dove, cosa fa e perché; • Rispondere alle domande poste nel caso di un'intervista; • Non utilizzare gergo o parole in dialetto; • Dare informazioni precise su: il partner locale, il progetto, l'organizzazione, i nomi delle persone citate nell'articolo; • Rilasciate i contatti vostri, del partner locale e di YAP Italia per ulteriori informazioni.

- Fate le foto del progetto e/o raccogliete le foto scattate dai volontari. Le potete allegare al comunicato stampa ed inviare a YAP Italia. NB: Oltre alle foto di gruppo cercate di riprendere qualche momento lavorativo, il team di cucina o dei momenti curiosi della vita in comune, solitamente sono le foto che rappresentano i campi nel modo migliore.

- Spesso i partner locali prevedono un piano già elaborato di relazioni pubbliche: incontri con le amministrazioni, presentazione del progetto nelle sale comunali, serate interculturali con gli abitanti, interviste alla radio o per i giornali online. In questo caso informatevi bene sugli appuntamenti programmati dal referente locale e spiegate bene ai volontari cosa andranno a fare e perché.

Senza giusta informazione alcune persone possono non gradire incontri pubblici, in ogni caso non forzate mai i volontari a fare interventi ma cercate di coinvolgerli il più possibile. Siate pronti a tradurre domande e commenti qualora fosse necessario.

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- Non dimenticate di fare una rassegna stampa ed inviarla a YAP Italia: raccogliete gli articoli pubblicati e/o i link sui siti internet dove è stato citato il progetto.

- Potete concordare con il partner locale del progetto e con i volontari una attività extra da fare per promuovere il campo: creazione di un murales, un poster o un volantino del progetto, organizzazione di un flash mob o una performance di strada, partecipazione agli eventi locali o l'organizzazione di un incontro presso un centro giovanile. Alcune di queste iniziative devono essere ufficialmente autorizzate delle amministrazioni locali.

- Non trascurate i social e la comunicazione online! Potete, ad esempio, creare una pagina FB del progetto insieme ai volontari e all'ufficio di comunicazione di YAP Italia o semplicemente inviare le foto e un breve riassunto delle giornate trascorse al campo a: comunicazione@yap.it. Il vostro materiale sarà pubblicato sulla nostra pagina Campi di Volontariato Internazionale YAP Italia.

Per maggiori informazioni consultate l'allegato WHY THE MEDIA. MIDTERM EVALUATION Organize a midway-evaluation and make a programme for the second part of the workcamp, by discussing it with the whole group. This will be an opportunity to discuss about existing problems and ways to change them. Don’t be afraid of receiving and giving constructive feedback. It will help you and other volunteers to understand what was happening and what should be done more, as well as how the group is developing. Use the weekend to stay up late or to do things that take a lot of time (e.g. visiting a city if you are not in a city, going to the beach if you are not near a beach). The group might want to go away for the whole weekend, or do things in smaller groups. What you can or should do depends on the atmosphere in the group, the maturity of the participants and of course on some practical factors; but usually it is a good idea to do ‘something completely different’. After the weekend it may feel a bit strange to get back to normal workcamp life. Sometimes the energy is gone completely at the beginning of the second week. Also, people might want to spend some time on their own, just to read a book or go to bed early.

Tasks for the group • to refocus on the work project and the programme for the second week; • to deepen the contacts and friendships in the group; • to get a more deep understanding of what the project is about; • to begin to think about what people are gaining from the workcamp experience and what they might do with this when they go home.

What you can do • If possible, ask the local partner to introduce something new in the work project.

• Leave space in the programme for people to go shopping or to just sit in the sun.

• Ask the participants to organize activities for the evenings, for example ‘cultural nights’ where they teach each other songs, dances, or games from their own country.

• Organize a group discussion on topics connected with the work project, using games, video, creative methods, and drama. Get the group to talk about their impressions of the project, their countries, their opinions and experience in relation to this topic.

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LAST DAY On the last full day people will be looking forward to going home and at the same time feel bad about having to say goodbye. You may want to finish the work project, and there will be all sorts of things that you want to do before everybody leaves.

Tasks for the group • to become aware of what you want to do with the workcamp experience after you have gone home; • to make some decisions about follow-up; • to say goodbye.

What you can do • Organize a goodbye party. Maybe you want to invite people from the work project as well. Give them a goodbye present: if the group can think of something they could give or do. You could have a little ceremony where each individual member of the group is mentioned and thanked.

• Organize a big clean up!

• Do an end evaluation.

• Discuss some possible follow-up activities with the group. The group can decide to keep in touch with each other in some organized way, e.g. e-mailing lists.

• Give each participant a contact list with all names, addresses and telephone numbers.

EVALUATION It is often a part of the project that is forgotten, wrapped up too quickly or is just not done properly. This can be due to lack of time, financial possibilities, insight in the importance, etc.

Why is evaluation important?

• To measure the effects and the impact • To collect information on how these impact was reached • To be able to adjust the programme • To be able to solve upcoming conflicts • To improve the better planning • To improve skills • To express and see if everybody is on the same line and is thinking the same about the project Evaluation should be an ongoing activity throughout the entire project. This is to be able to adjust the project when things are not going well. Besides this it should be the last phase of a project to measure the effects, and see if the aim is achieved. The key questions are: • What were the effects of the project?

• What can we do better next time / what more can we do?

There are 2 ways to measure the effects of a project: process evaluation and product evaluation. With process evaluation we talk about how the project went: What went wrong? How was the coordination? How did all the team members participate? Were our needs analyses accurate enough in the beginning? Was our time management accurate? Were we able to stick to our budget, get the right 38

funding? Product evaluation is about the result. Is the aim achieved? Is the final document usable?

Methods to evaluate: • Meetings • Key groups • Group evaluation • Self reflection • Reports • In depth interviews • Observations • Questionnaire Questionnaires can be used for evaluations with the group, the project partner and the coordinators from both sides. It is usually quite formal and combined with the non formal techniques of group evaluation (see below). The questions in the evaluation questionnaire should include all aspects of workcamp: • Preparation for the workcamp. Which problems did you have to face? Was there a good cooperation with the staff from you organisation and the project? How do you judge your personal preparation in comparison with your experience at the workcamp?

• My/our part as a workcamp leader/s. How would you generally describe your role as a workcamp leader? What was the cooperation with the co-leader like? How was the first day at the workcamp? Which conflicts occurred during the course of the workcamp? How were they treated or solved? Did they perhaps disappear by themselves? What was your role during the conflict solving processes? Were you able to pass on some of your leadership duties to the participants?

Was the verbal communication acceptable? Were there any outsiders in the workcamp? If yes, what happened to them/how did they fit in? How did you organize regular evaluations and what were the results?

• Other. Were there any disturbances from outside the workcamp? Sexual/racist attacks? What was the cooperation with the project partner like? Would you be interested in leading another workcamp in the future? Should there be more workcamps with this project? What are you suggestions for improvement?

• Evaluation of the LTS. In retrospect, what did you think of the preparation provided by the organisation? Were the subjects of the LTS useful? Were they presented in a good way? What was missing? Was the seminar too theoretically or too practically oriented? Could you have done with more help/advice during the preparation phase or the course of the workcamp? What about the cooperation with the other organisation members? If you would have liked more support - what should have been done and by whom? What do you think about the workcamp leader handbook?

Specific ways to evaluate: • Open discussions Of course, one way to do evaluation is to sit down with the group, the leaders or the project partners and discuss how things went. A simple agenda for such a meeting is often the best: a long list of topics could be confusing. So talk about what went well, what did not go so well, did you achieve the aims you had for the workcamp. For this last question, one person could read the aims you wrote down before the workcamp, or you could give everyone a paper with the original aims. Finally, discuss whether this project should happen again, and if yes, under what conditions.

Should anything be changed?

• Dartboard - Flashlight A large dartboard can be drawn on a sheet of paper and participants have to put a mark on it to indicate how positive or how negative they feel about the various aspects of the workcamp (the closer to the center of the dartboard, the more positive the response). In order to evaluate different aspects of the exchange either several dartboards can be drawn or one large one divided into

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sections, or segments. This method gives an overall impression of how the participant feel about different aspects of the project, but you will have to follow it with a discussion exploring in further detail why people place the mark in the particular position on the dartboard.

• 2 sides of a room - Circle An overall impression of how the workcamp is going or has gone can be gained using a method of designating one end of the room as ‘positive’ and the other end as ‘negative’. A leader mentions loud different aspects of the workcamp that can be evaluated, and the members of the group stand wherever they feel is indicative of how they feel. Again, it may be useful to ask volunteers to explain why they are standing on the ‘negative’ or the ‘positive’ side, or in the middle.

• Drama - Talking-stick-circle Drama can be used to evaluate or as a way of prompting discussion. People can be asked in small groups to act out aspects of the workcamp which went well or which did not go so well and this can than lead into a discussion on the reasons for the success or otherwise of the workcamp.

• Wallpaper - Smiles and scales Place a big piece of wallpaper on the table or on the floor. Divided into sections representing different aspects of the workcamp, such as ‘the group’, ‘the work’, ‘the food’. You may also want to include some more cryptic categories(‘trees’, ‘moments’, ‘Sven’). Ask the group to draw things in whatever categories they want. When everybody is finished, you can all look at the results and then people can ask each other questions.

• What I liked, what I didn’t like Give each participant a sheet of paper divided in three parts marked positive/negative/ideas. Ask them first to write down for themselves - in their own language if they want – what they thought was good about the workcamp so far, what they didn’t like about it and whatever ideas they have for the next part of the workcamp or, if this is the end evaluation, for a continuation of the work project in a workcamp next year. Put three big sheets of paper on the wall, with the same symbols on it.

First ask each participant to name one positive thing. Briefly comment on this when you have heard everyone. Then ask each participant to name one negative thing. There should be no discussion about this, but questions of clarification can be asked, when you have heard everyone, thy to identify the most important negative things, and then go to the ‘ideas’ part. The ideas may already be possible solutions for negative things. Discuss with the group if any of the negative things should be discussed a bit more. Try to end this discussion with some positive ideas about how to continue the workcamp.

• Tree Make a drawing of a boat, or a tree, etc, on a big sheet of paper. Ask the participants to choose where they are in the picture and mark that place with a sign or a little drawing of a human figure.

After everybody put their mark they should explain to the rest of the group why did they place that way. This can be a starting point to discuss how things are going in the group.

Evaluations are important for the group organizing an exchange, but also for the leaders and the participants. Often, people are reluctant to do an ‘official’ evaluation, because it looks so official, or because they think everything went well so there is not much to talk about, or they think a lot went wrong and an evaluation could end in a big fight, or because they think young people, especially if they are from disadvantaged backgrounds, are not good at evaluations or will not like it.

The underlying reason for all this is probably fear. In fact evaluations are usually a big help and the very fact that you take time to listen to everybody will be much appreciated by everyone. Moments do to an evaluation are: • After the first week of the workcamp, an evaluation with the group. Aims: to check and see what is going wrong and to try and change this. To expose the good things. To listen to suggestions and plan the rest of the workcamp.

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• At the end of the workcamp, with the group. Aims: to give each participant a chance to say how they feel about the workcamp. To learn from mistakes, and from the things you did well. To see if the workcamp has fulfilled your expectations, and those of the group. To record people’s opinions for a report.

• After the workcamp, with the sponsor, your partner-group, your working-group.

Aims: to find out what went wrong, and what was good. To use the experience in a positive way, to list what you want to do differently, or what you should do the same next time. To clear the air if there have been conflicts or tensions.

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IV. GESTIONE DEL CAMPO: SUGGERIMENTI ORGANIZZATIVI E AMMINISTRATIVI BUDGET DEL CAMPO: COME GESTIRLO Il budget di un campo di lavoro non è mai illimitato e non consente spese eccessive. Nel caso in cui voi come campleader gestite i soldi per la spesa si consiglia di tenere traccia accurata del denaro speso, soprattutto nei primi giorni, al fine di verificare se i vostri conti sono realistici: il denaro deve durare fino alla fine del campo. E' importante capire quanto si può spendere per cibo ogni giorno e non trascurare le altre cose che devono essere pagate dal budget (es. qualche ingrediente speciale per la serata interculturale, una torta per il compleanno di qualcuno, soldi extra per le emergenze, ecc.)

Al fine di mantenere la spesa per alimentazione più bassa possibile vi suggeriamo di: • Calcolare con attenzione quello che vi serve: non comprate prodotti in eccesso e cercate di utilizzare anche gli avanzi, con un po' di fantasia eviterete di buttare via il cibo e farete bene all'ambiente (consultate il ricettario "Mediterranean Diet Cookbook", creato dai partecipanti dell'omonimo scambio giovanile promosso da YAP Italia nel 2013, che raccoglie ricette tradizionali e sostenibili).

• Aspettate di fare il primo grande shopping fino a conoscere gusti e preferenze dei volontari - altrimenti si rischia di prendere cose che non mangiano.

• Acquistate confezioni più grandi dei prodotti che si consumano quotidianamente - marmellata, miele, pasta, muesli, patate, carta igienica, ecc.

Sono normalmente meno costosi di quelli piccoli.

• Pianificate bene l'acquisto dei generi alimentari che hanno una scadenza breve: se acquistate grandi quantità di verdure o frutta prima del weekend che passerete fuori, con ogni probabilità marciranno prima di essere mangiati!

• Confrontate i prezzi al supermercato e al mercato; • Chiedete al partner se è possibile comprare cibo da un produttore locale a prezzo scontato o se qualcuno può donare alcuni prodotti. Spesso i membri della comunità locale, se ben informati e sensibilizzati sul progetto, portano volentieri prodotti locali, pane o dolci fatti in casa.

Il budget va sempre gestito in base agli accordi presi tra YAP Italia e il partner locale. Di solito già durante la formazione prima del campo vi vengono fornite le informazioni sul budget. Le cose da sottolineare sono le seguenti: • Informatevi cosa rientra nel budget del campo. A volte nei soldi che ricevete dal partner il primo giorno sono inclusi il rimborso spese per il coordinatore/rice, spese di viaggio del coordinatore/rice, trasporto locale, extra per attività sociali o visite studio ecc.

• Concordate con il partner gli intervalli temporanei per ricevere i soldi del budget: è una misura di precauzione (potrebbe non essere sicuro di tenere così tanti soldi in giro) e può risultare più facile gestire le somme più piccole durante il progetto. Se non è possibile chiedete se c'è un posto sicuro (un ufficio, una cassaforte) che si chiude a chiave dove poter tenere i soldi.

• Chiarite con il partner e con YAP Italia come bisogna rendicontare le spese. In ogni caso, una buona prassi è raccogliere TUTTI gli scontrini/fatture/ricevute e fare 42

una contabilità primaria: alla fine di ogni giornata, scrivete quello che avete speso e allegate le ricevute. Se non lo fate regolarmente, a fine campo potrebbe diventare un problema tenere traccia delle spese e trovare tutti gli scontrini.

• L'alcol non rientra nel budget del progetto. Utilizzate il buon senso: se c'è un'occasione speciale per cui il gruppo vuole stappare una bottiglia di spumante, è possibile fare un'eccezione, altrimenti i volontari devono pagare le bibite alcoliche di tasca propria.

• Chiarite sin dall'inizio con i volontari che le attività nel tempo libero / nei weekend non sono coperte dal budget del campo. Le attività nel tempo libero, come è stato già menzionato, fanno parte del progetto e hanno un impatto importante sulle dinamiche di gruppo e sulla buona riuscita del campo. Perciò assicuratevi che il gruppo decida in maniera libera e democratica cosa fare insieme e che ciò non comporti problemi e disagi ai membri del gruppo dal punto di vista economico. Es. Se decidete di andare a visitare un'altra città durante il giorno libero organizzatevi per tornare all'alloggio la sera e preparate dei panini per il pranzo perché alcuni volontari potrebbero aver difficoltà a pagasi una notte in ostello o un pranzo/una cena fuori. E soprattutto non tutti confesserebbero queste difficoltà al gruppo.

• A volte il partner locale organizza qualche escursione o festa per i volontari, in questo caso chiedete bene tutte le informazioni sulle modalità di partecipazione e riportatele al gruppo.

Contabilità primaria: qualche consiglio Il modo più semplice per gestire il budget è quando una sola persona è responsabile della contabilità.

- Utilizzate, ad esempio, un quaderno per registrare le spese e gli scontrini.

- Chiedete ai volontari di richiedere e portare sempre tutte le ricevute quando vanno a fare la spesa.

- Prendetevi del tempo ogni giorno per la contabilità, segnate sempre quanti soldi avete ricevuto dal partner, in che giorno ecc. per evitare malintesi.

- E' meglio se suddividete le voci di spesa in categorie (es. cibo, materiali, trasporto) e date i numeri consecutivi ad ogni voce.

- Gli scontrini possono essere spillati accanto alla voce registrata della spesa oppure in una busta.

- E' importante segnare la somma spesa e la data anche nel caso di mancata ricevuta (può succedere al mercato).

- Se vedete che state spendendo più soldi del previsto, o se c'è qualche problema con i soldi, contattate YAP e informate il partner locale per capire come gestire la situazione.

Anche quando non siete sicuri se la spesa rientra nel budget, è meglio chiedere

SICUREZZA AL LAVORO Per garantire la sicurezza totale durante il campo di lavoro ecco alcune semplici regole da seguire prima dell'inizio del campo: 1. INFORMARSI: - Sui principali numeri d'emergenza. L'elenco deve essere scritto su un cartellone ed essere ben visibile per tutti.

- Se c'è un numero di telefono del referente locale, disponibile h24.

- Dove si trova l'estintore.

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- Dove si trovano le eventuali uscite di emergenza o come si può lasciare il luogo del campo in più breve tempo possibile.

Se il luogo dove si svolge il progetto è remoto o isolato: 2. CONTATTARE: - Le autorità locali prima dell'inizio del campo spiegandoli per quanto tempo durerà il campo di volontariato, quanti volontari saranno e dando indicazioni precise su come raggiungere il luogo in caso di emergenze.

- Gli abitanti locali più vicini al luogo e fornire loro le stesse informazioni.

3. ASSICURARSI CHE: - Si eviti tutte ciò che potrebbe causare incidenti ai volontari durante il lavoro - Vengono adottate tutte le misure precauzionali necessarie, soprattutto se il campo di lavoro prevede l'utilizzo di attrezzi da lavoro manuale.

- I volontari hanno ricevuto tutte le informazioni e la preparazione necessarie per lo svolgimento del lavoro e l'utilizzo degli strumenti e l'attrezzatura.

- I volontari hanno l'abbigliamento adatto al lavoro.

- Si dispone di una cassetta di primo soccorso sul luogo di lavoro e nell'alloggio.

ASSICURAZIONE Tutti i campi di lavoro organizzati in Italia da YAP Italia usufruiscono di una copertura assicurativa, gestita dall'associazione "Servizio Civile Internazionale". Lo schema garantisce copertura assicurativa ai partecipanti, per casi di malattia incidente, danni verso terzi che siano conseguenza dell'attività del campo.

E' importante sottolineare che: a) l'assicurazione non copre volontari che partecipino al campo senza esservi ufficialmente iscritti. b) sono valutabili, ai fini della richiesta di premio e/o risarcimento, solo eventi avvenuti in seguito ad attività del campo (ad es. non sono coperti i viaggi dei volontari o eventuali gite) c) lo schema è complementare ad altre forme assicurative (es. assicurazioni personali, tessera europea di assicurazione e malattia, assistenza gratuita del Servizio Sanitario Nazionale, ecc.). Non va quindi usato nel caso esista altra forma di copertura (es. assicurazione attivata ai fini di ottenimento del visto Schenghen). d) non sono comprese nella copertura assicurativa malattie croniche che i partecipanti avevano contratto prima dell'inizio del campo.

Il coordinatore deve: 1) conoscere il funzionamento dello schema assicurativo 2) accertarsi, prima dell'inizio del campo dell'esistenza in loco di strutture sanitarie per le varie esigenze (pronto soccorso, etc.)

3) essere presente in caso di necessità nell'utilizzo dello schema assicurativo Si ricorda che molti servizi medici ordinari e particolarmente quelli di Pronto Soccorso, sono usufruibili gratuitamente tramite il Servizio Sanitario Nazionale, accessibile anche a cittadini stranieri. Nel caso in cui una prestazione non comporti esborso di denaro (e sempre se non vi sono gli estremi per la richiesta di 44

un premio, ad es. in caso di invalidità, ospedalizzazione, decesso, ecc.) ovviamente non si deve ricorrere allo schema.

In ogni caso l'ufficio di YAP Italia deve sempre essere tempestivamente avvisato ogni volta che intende ricorrere all'assicurazione e, soprattutto per casi molto gravi.

Infine ricordiamo che YAP Italia e il partner locale sono responsabili per i volontari solo finché rimangono al campo di lavoro. Dal momento in cui un/a partecipante lascia volontariamente il campo di lavoro o viene espulso/a, non è più assicurato/a dall'organizzazione.

PER MAGGIORI INFORMAZIONI SULL'ASSICUAZIONE INFOSHEET E MEDICAL CLAIM NOTIFICATION FORM.

CONSULTATE

INSURANCE

THE WORKCAMP REPORT Done! Your workcamp accommodation has been cleaned; your house keeping accounts have been accepted; the volunteers have parted with tears in their eyes and their new friends’ addresses in their pockets; people have promised to keep in touch - and now you are back to your own private life. Time has gone by so quickly!

And time is not going to stand still...

Therefore, we would like to remind you to the following workcamp documents to your organisation within four weeks time: • A workcamp report; • The list of participants, completed; • the evaluation forms, filled in by each participant • Your stamped tickets (to the workcamp and back); • A copy of your housekeeping records; • Copies of articles/radio or television programmes about your workcamp; • Photos.

As you already know from the preparation seminar, writing a workcamp report is compulsory, and we want to ask you to write your report in cooperation with the co-leader, if possible.

Why is your workcamp report so important?

After the workcamp, you will be asked to write a report. The reasons for this are: • To explain to the funders what you did with their money.

• To have a record of what happened, so that a next time you can use the things you have learned, or somebody else can learn from your experience.

• To give a written impression of what you think went well and what could be improved to the project partner or other people that you cooperated with.

We want to learn about your impressions, your experiences, your problems and high points at the workcamp.

They are important to us and to others: • Firstly, your report is the only written document about the course of the workcamp.

• We take the workcamp reports from the previous year to our annual preparation seminars for workcamp leaders. Reading them makes it much easier to imagine 45

what it means to lead a workcamp. In case there is a follow-up workcamp with the same project partner, the future leaders can use your information for their personal preparation.

• Project managers want to hear your opinion in order to decide whether another co-operation with the same project partner would be a good thing or not. Also, in case there were any conflicts between the workcamp and the project partner, it is good for the manager to know your side of the story for his/her evaluation meeting with the project.

• Your workcamp report is an important means to reconsider the concept of the preparation seminars. Your feedback is important to keep up-to-date with the requirements of the time, to improve things where necessary or to place more emphasis on certain aspects.

• Depending on the regulations for the funding of your workcamp, your organisation does not only have to hand in the financial report but also a report of the workcamp. It is part of our policy to write our reports as lively as possible so that the sponsor can get a feeling of how important his contribution was for the benefit of young people and intercultural understanding.

• Last but not least, to read reports gives life to our work and helps us to continually renew our motivation to try our best.

One more piece of advice: as we know from our own experience with reports, it is good to write from a certain distance. But do not wait too long - after a while it wil l be hard to remember important details.

REPORT STRUCTURE Your report should contain the following elements: 1. Introduction: • An introduction, explaining briefly what the project was, what its aims were, who the report is for and who wrote it?

• Some backgrounds of the project: where did the initiative come from, what are the aims of your organisation, what were the aims of the workcamp?

• The participants: list of the participants. What were their backgrounds? What was their motivation? Did they mix? Were there enough initiatives from the group?

• The leaders: names, addresses etc.

2. Preparation for the workcamp • The preparation (within your own organisation; with the project partner): How did you prepare the workcamp, how was the group prepared, which kind of preparation did the leaders get?

3. Running the workcamp • General information: The work, what did you do, why, did you cooperate well with local partner?

• Infrastructure: How was the accommodation, what was good or bad about it? Did you cook yourselves or did the project partner cater for meals? Did you have any problems in terms of transportation?

• ‘Internal’ organisation: How did you organize shopping, cooking, washing the dishes, cleaning, etc.? Any problems? What about the workcamp budget? Who did the accounts? Any problems with the documentation, the project, the budget, etc.?

• Practical work: Were the work part and individual tasks clearly defined? Who did the planning of the work? Who advised it? Which hours did you work? How close to/far from your work place was your accommodation? What were the working conditions like? Enough work, tools, materials?

What about safety? Were the participants motivated to do work? Did the work make sense? Was it a useful contribution to the project?

• The non-material part: Social/cultural activities: What did you do, which effects did it have on people? What were the contents of your study part? Which bits were due to your preparation and which to the project’s preparation? Which regionally interesting events/places did you fit in? Were there any suggestions/ideas from the participants? Were they interested in the study part? Was

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there a relationship between the study part and the work of the project? Had the participants been given introductory information about your organisation? Did you do any public relations work? Articles, radio interviews, television?

• Cooperation between the leaders, and between organisations • Problems: Were there any particular problems and what did you do about them?

• Anything else you think made this workcamp special.

4. Conclusion Were the aims met, what did people get out of the project, would you do it again? What would you change?

5. Financial report Which expenses and incomes did you actually have?

Your financial report of the workcamp itself will be used, but also all preparation costs, administration, advertising, etc. will be in this report. Write a financial report quickly after the workcamp. If you discover anything strange, you will be able to work out what it was from your memory. After a while, it will be almost impossible to correct any mistakes you have made in the bookkeeping, or to find out what a receipt without a number was. When you make your financial report, you follow the budget you made with your funding application. If your actual costs are higher than you put in the budget, usually you will not get extra money. If they are lower, you may have to give some money back, although it is often wise to ask the funder if you can use the leftover money for another project. Make sure you don’t forget anything in your financial report.

There are always expenses that you easily forget about, like paper or other materials or expenses during the preparation and organisation of the exchange.

It is a good idea to put photos or other pictures in your report. This will make it nicer to read and it will give a better impression of the whole exchange. During the workcamp, it is wise to take notes about what you did each day. A collective diary could also help you. Ask everybody to write a few lines, or appoint a writer for each day or activity. You should also make notes during the evaluations. In the final report, you could use quotes from participants about what they thought about the workcamp. The best way to write a report is to do so as soon as possible after the workcamp. But it is much easier to write about the workcamp while everything is still fresh. Usually the funding organisations have a deadline for the report of one month after the exchange.

Don’t use very official language. Try to be brief, but also concrete. Very vague information like ‘the group was very nice’ or ‘the work was useful’ do not give anybody a clear idea about this particular workcamp. Some examples will make it more interesting to read.

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V. ALLEGATI ALLEGATO 1 - ESEMPI DI ATTIVITA' DA PROPORRE AI VOLONTARI 1. WELCOME, INTRODUCTION, EXPECTATIONS WORKSHOP NAME

METHODOLOGY

RESPONSIBLE

Welcome, introduction of the participants & programme

Presentation Name round Name games

Prep team

Rules of the house Expectations, motivations, needs, fears Welcome Cocktail

MATERIAL NEEDED Flip charts, markers

NOTES

It is often a good idea to identify a person within the prep team that will deal with all logistic issues, in order to avoid the loss of time on such issues in the plenary session

Flip chart, post its

In this occasion we want to create a group because the future leaders represent those people who will be in contact with our grass root volunteers. We want to responsibilise them and make them feel an important part of the organisation.

Here we will give explanations as to the sequence and methodology of the events. After welcoming the participants, a brief name round is necessary, just to introduce ourselves and to start remembering the names of the participants.

One of the prep team members will present a flip chart version of the participant's agenda, giving general indications concerning the specific workshops, the time frame and more importantly, giving a presentation that underlines the organic and Cartesian approach to workcamp leading, explaining how the programme is multileveled and was thought to cover all possible themes linked to our activities.

It is also very important to deal with logistic affairs right from the beginning, and therefore the rules of the house, all issues linked with reimbursements etc. must be dealt with within the first hour of the programme.

To gather the expectations, motivations, needs, fears we suggest you put up 4 flip chart papers on the wall and you distribute post its of four different colours. Every participant must write something concerning each topic. Without going through everything, read a few of the post its and then leave the flip charts in the meeting room until the end of the training. After or during the final evaluation, people might want to compare their e/m/n/f with their final impressions.

In order to start well, we suggest that the prep team organises a small informal event, a cocktail for example. This does not have to last more than 30 minutes and it will allow the group to break the ice in a very natural way and with will prepare them for the first methodological discussions that will follow the same evening.

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2. GETTING TO KNOW EACH OTHER The participants are informed that, despite it being a weekend activity, we will be doing all games and using all methods, in order for them to experiment the possible solutions within the frame of group dynamics. We also explain that we would like them to progressively take over the name games/icebreakers/social committee activities etc. Here is a brief list of games that can be used in order to get to know each other.

GEOGRAPHY The leader gathers the volunteers, and indicates where is North, South, East and West and the leader asks them to place themselves of the YAP map.

ORDER The leader draws a line (more or less imaginary) on the floor and the participants are asked to order themselves according to a series of criteria: birthday, height, alphabetic order of names etc. They have to do this while maintaining both feet on the line. This game involves a certain degree of physical contact, and this should be something to consider when doing it.

THE BROOM It is aimed at refreshing people’s names in our mind and at the same time setting us to the working mood. We stood in a circle with one person in the middle, holding a broom in their hand. This person had to say the name of another person from the circle and let go of the broom. The person whose name was pronounced had to run to the middle of the circle and catch the broom before it fell down. If they managed to do it they would choose the next person from the circle. If they failed to catch the broom they had to run once around the outside of the circle.

BINGO The leader collects a list of very peculiar or particular information about each participant. You then ask the group to find one person, a different one that matches each category. The first one who matches all peculiarities to a person in the group wins a prize. An example can be ”person with more than twenty cousins”.

THE CAROUSEL GAME The participants sit in two circles, one smaller in the centre, and one bigger on the outside. The two circles face each other and they have to exchange information about each other The prep team gives a time frame for each round, and at the end of the round the external circle shifts one chair away in a clockwise direction, therefore exchanging the discussion partner. The aim of the game is to create a space where everybody can exchange information, and therefore get to know each other.

ALPHABETICAL NAME GAME Place two parallel strips of tape on the floor, one foot a part. The volunteers are then asked to stand between the two strips without leaving any space between them. They are then told to stand in alphabetical order. They are not allowed to cross the strips; therefore they have to help each other. At the end of the game they should stand in alphabetical order, e.g. first those whose names begins with 49

an "A", then those whose name begins with a "B" etc. You can also do it according to their age, e.g. from youngest to the oldest, or vice versa. Variation: Make a rule, e.g. no talking, or replace the strips of tape with a row of chairs.

CATCH THE BALL Simple name game where you have to remember the name of the other participants.

1. Say you name and throw the ball to someone else 2. Say the name of the person you threw the ball to SITTING BEHIND A BLANKET The participants are split into two groups. Both groups sit on the floor and a blanket is placed between them so they cannot see each other. One person from each group sits directly behind the blanket. Then the two people holding the blanket let the blanket fall, and the two persons directly behind it has to say the name of the other person as fast as possible. The first person to say the name of the other person wins. The loser joins the winning team. Repeat.

THAT’S WHAT I LIKE The first person in line/circle must say their name and something they like that begins with the first letter of their name. "My name is Andy and I like Adventures".

The next player repeats this and adds their own. "This is Andy who likes Adventures, I am Fred and I like Football". Continue around the circle until the last person has to reel of everyone’s name. Instead of saying something you like, a silly action can be done instead such as an animal impression. Variation: Each person introduces them self with and adjective starting with the first letter of their name, and does a gesture to illustrate it: e.g. "Adventurous Andy", "Huge Hannah", "Boozy Bob".

Otherwise like above. Introduction Rounds and Interviewing Each Other SILHOUETTES Aims: Getting to know each other and creating a "gallery of heads" together (for decorating the rooms) Numbers: 10 – 30 participants in pairs Materials: Sheets of paper, cartoons, pencils, scissors, lamps (or candles). After a short introduction, silhouettes are made in pairs; the outline of the head of each person is copied and then cut out.

Possibilities for continuing: • The portraits are collected, mixed and redistributed. The participants must find their own heads, from new pairs and interview their partner.

• The portraits are put on the wall to from a gallery. The group tries to match the portrait to the person (possibly combined with a short introduction).

• During the workcamp, or at the end, the silhouettes can be filled in with information (e.g. wishes for the person concerned or their answers to particular questions).

COAT OF ARMS Aims: Combining getting to know one another quickly with work together.

Exploring ones own motivations with help of pre-defined questions, interests in the themes of the workcamp and expectations of the workcamp.

Numbers: 4 – 15 participants Length: 2 ½ – 3 hours 50

Materials: Placards, drawing paper, coloring boxes, water colors, colored pencils, was crayons, placard with questions/themes Participants should draw/paint their personal coat of arms. Suggested questions/themes: • Picture, symbol, subject: How do I see myself?

• Work, study…

• Personal interests, interest in the workcamp theme • Expectations of the workcamp • Dreams, wishes, utopias A pleasant atmosphere for working together should be created (possibly by having background music and tea, coffee, chocolate etc.) Some participants won’t have held brushes or crayons in their hands for a long time; they should be encouraged to paint by the relaxed atmosphere. At the end, each person presents her/his coat of arms to the group.

Participants should be encouraged to ask questions about them, although each person can decide what and how much they want to say. Remarks: It should be pointed out in the introduction that the coat of arms doesn’t have to take a traditional form; it can be any shape the participant chooses. Some people will not want to use the form and symbolism of a traditional shield, but others, to varying extents, may like to. (An alternative is for people to represent themselves in the form of a personal badge).

3. GAMES ABOUT CULTURE (INTERCULTURAL LEARNING) CHANGE YOUR NATIONALITY In the morning the leader of the workcamp gives every volunteer a piece of paper stating a nationality (different from the volunteers own nationality). For the rest of the day the volunteer has to act like a person with this nationality. An example: A Swedish volunteer is asked to be a Frenchman. He will now speak English with a French accent, carry out the work as a Frenchman would do, talk about French politics or issues etc. He has to act and speak in the way he think is typically French. In the evening the volunteers meet and talk about their experiences.

• Was it difficult to act like another nationality?

• Which ideas and prejudices do you have about other nationalities?

The game can go on for a whole day or just a few hours. The leader should consider using nationalities present in the workcamp. He could also consider which persons should get which nationalities instead of leaving it to a coincidence.

For example if there is a Turkish and a Greek or a Belgian French and Belgian Flemish person in the workcamp who could be interesting to let them change nationalities.

STEREOTYPE MIMES The participants are divided into two teams. The leader chooses different countries and writes them down on small pieces of paper. A person from one time gets one of the papers and then he has to mime the country written on the paper. If his group guesses the name they get a point. Then it is the other group that gets a chance to get a point.

This goes on until all the countries have been used, at which point the group with most points wins. After the game a 51

discussion can be organized on how the different countries were mimed and which stereotypes we can have on a country.

ORIENTATION - TREASURE HUNTS Aims: to make sure that the participant know the area is to make a treasure hunt around town where the different task are placed in important locations such as the shop, post office, bank... Use a map of the area to plan this. There are lots of different ways of doing this, here are some ideas. Layer cake race In this type of treasure hunt the task is to make a layer take.

1. Bowl and fork is handed out.

2. 1/4 cream is hand out, and they are told to make whipped cream using the fork while they walk to the next location.

3. A plate and three layers and some jam are handed out and they are talked to assemble the cake while they walk.

4. Decoration.

Once everybody is home again there coffee and cakes for everybody!

ENERGIZERS & WARM UPS GAMES FOR BREAKS Aims: Contact as a group, working together, loosing up, getting active, coordination, trust Number: Any Cat and mouse Chose a cat and a mouse. The rest of the group stands in 3 or 4 rows facing the same direction, arms held out. The cat has to catch the mouse by running in and out of the rows (they cannot go under the arms), the cat can clap whenever he likes to make the standers turn 90°, still in rows all facing the same way, so they can get to the mouse.

Emotion game Make a sound or pull a face to express a certain feeling. The next person has to make the feeling more intense, repeat it all round the circle.

Penguins and flamingos Chose a penguin. The penguin shuffles round quickly and penguin like, arms by his side. Everyone else is a flamingo and can only move slowly, gracefully, swooping their wings. The penguin has to catch the flamingos. When a flamingo is caught it miraculously becomes a penguin and madly shuffles round catching flamingos until everyone is a penguin.

Rain dance Stand in a circle. One person starts each action in turn and it follows round the circle like a Mexican wave: rubbing palms together, clicking fingers, clapping, thigh slapping, thigh slapping and feet stomping, then take each action away in turn‌ can you tell what it is yet? *Variation: Pass objects round in both directions, between the legs in one direction, and over the head in the other.

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Stand in a circle shoulder to shoulder. One person stands in the middle of the circle, closes her/his eyes and swings back and forth. He/she is caught by the other people who reach out from the circle and pass her/him on. Leave yourselves sufficient time so that everybody who wishes can have a tour.

Circle/Knees • Stand in a circle, shoulder to shoulder • Turn 90° so that everyone is looking at the back of somebody’s head • Take on step in to the circle • Now count to three then everyone sit down on the knees of the person behind you *Variation: Human table Put four chairs in a square. One person sits on each and lies back on someone else’s legs. The chairs are pulled out from under them and they stay up.

Fruit salad The participants sit in a circle on chairs, except one person who stands in the middle. Everybody is assigned the name of a fruit. It is important that there is more than one person with each fruit name. Once the name of your fruit is called by the person in the middle you have to find a new chair. The person in the middle calls out fruit names until he finds a chair, the person who know do not have a chair stays in the middle. if the person in the middle says "fruit salad", everybody has to find a new chair. *Variation: • Everyone stands in a circle apart from the person who initiates the game, he stands in the center • Now the initiator shouts "out" everyone with… (blond hair, glasses, big feet etc.)

Change places • There is a mad rush to swap places, the last person to find a space starts the next round • Carry on until everybody has had a bit of a run around then quickly move on to another game *Variation: Same principle, but half the group sits on a chair in a circle. Each sitter has a guard standing behind their chair. When a call is made the guard has to try and grab the sitter to not let them change places. If they fail they are in the middle. *Variation: The caller can wink at people to make them swap places with them and the guard has to realize what’s happening and try and stop them.

Monsters 1. Split the group into teams of 5 or 6 people in each 2. Place the teams about 5 meters away from a "winning" post 3. The teams must now form the "Nastiest, Noisiest, Ugliest and Scariest Monster" ever 4. The winning team is the team which crosses the winning point first 5. But (make this up), only 4 feet, 3 hands, 3 elbows, 1 bum, 2 knees etc. are allowed to touch the ground 6. If any other parts touch the floor, the judge can decide to make the team return You can make up all sorts of rules, such as giving an extra foot or hand for the ugliest or nosiest monster.

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*Variation: This time a gap must be bridged using a limited number of body parts.

Once the gap is bridged then somebody must cross over it.

Pulses • Everyone kneels down in a circle • Lay their hands flat on the floor crossing over with the people next to them • One hand slaps on the ground sends a pulse around the circle • Two slaps reverse the direction.

• A fist skips one hand • Two fists skips a hand and reverses direction *Variation: Divide the group into, the groups from to parallel lines while holding hands. Place an object, such as a ball, at the end of the lines. The person initiating the game squeezes the hands of the persons at the end of the two lines. They send the pulse down the line by squeezing the hand of the person next to them. Once the pulse reaches the end of the line the last person picks up the object. The group that ends up with the object is the winner. The person at the end of the line moves to the beginning and the game is repeated.

Rope Square Form a circle with everyone holding onto a circle of rope. Blindfold everyone. Tell them to form a perfect square without letting go of the rope. *Variation: In teams of 6, tell the teams to draw a square with a triangle inside by connecting 5 dots. Put a dot in the middle of the triangle. Each dot represents a person. Tell the team that they have to recreate the drawing using ropes blindfolded without saying anything (the person in the center of the triangle can say three words), and give them 5-15 minutes to practice using 6 short pieces of rope. You chose which person has to be in the middle, by touching them on the shoulder. Blind fold the team. Replace the 6 pieces of rope with 2 long pieces of rope. When the person in the middle has been chosen remove his blindfold, so he can observe the others. Requires good communication.

Untie the knot One person is send outside the door, and remains there until the others are ready.

The other people stand in a circle holding each other’s hands. Without letting going of the other people’s hands, everybody tries to move around to "tie a knot".

Once everybody is happy with the knot, the person outside the door is called in to untie the knot. * Variation: Everybody closes their eyes, moves around a bit, and grasps two random hands. Once everybody is holding on to two hands, the group tries to untie the knot.

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ALLEGATO 2 - WHY THE MEDIA. Why take advantage of the media?

- To show to the public that volunteer work can be entertaining as well as very useful for the local community.

- To show how much work can be done by people who voluntarily commit themselves to such goals.

- To spread project partners’ ideas and make local people interested in their work with the aim of winning their support in practical, financial or any other way.

- To show to the local authorities that our international initiative can make things happen and that they should support such initiatives in future and also start similar on their own in order to gain support from the local population.

- To make our panel discussions on racism, xenophobia, nationalism etc. public in order to draw general attention to these issues.

Remember: - To send to the media only information that are considered as real news i.e. attractive to publish/air.

- To make your press release as effective as possible PRESS RELEASE: BASIC RULES The winning formula for your press release is 5W + 1H = SUCCESS i.e. it must include six “important” questions Who, What, Where, When, Why and How. Agree on the joint statement and its contents with the local partner (note which points should be emphasized, agree on the camps objectives and goals, etc.), ask the local partner for help, because local partners may have other contacts and resources from which can be beneficial for the camp and its participants.

The Formal Layout of a Press Release Date Address and name of organization (on the left side) (on the right side) Headlines and subtitles – should be clear and include all important information to interest the media The 1st paragraph of the press release should contain a couple of sentences briefly summarizing the article. It should answer the following questions: Who is involved in the project? Something about your organization and young people (volunteers) involved.

What is the project about?

When is the project taking place?

Where is the project taking place?

Why are you developing the project? Be clear about the benefits to local community.

How were the funds raised (who are the sponsors)? How and where from did the participants come?

It can also include a personal statement made by a prominent member of a local community. It is usually a favourable commentary supporting the action.

The 2nd paragraph is to be more specific, explaining what exactly will take place in the workcamp. The date of the press conference should be announced and the media representatives should be invited to cover the event. Separate paragraphs, use short sentences with no inside jargon. (The press release should be easily understandable to everyone you are addressing.)

When to send?

Send the press release to local newspapers, radio and TV stations 5 days before the workcamp begins.

At the beginning of the workcamp contact the media to check if they received the press release and when they are going to publish/air it.

If you gave interviews or made statements for the radio or TV station ask them to provide you with a copy of their covering the camp.

What to keep secret?

Volunteer organizations are mostly non-profit, non-governmental organizations, therefore, it is not advisable to talk about the finances, about the actual figures or for that matter about anything concerning money. On the other hand it is desirable to mention your donators and sponsors.

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- To plan carefully the date, time and location of the event you want to advertise and which is supposed to present your objectives most clearly. (You would want to avoid any other happenings that may draw attention from your public appearance.)

- To get acquainted with the way the media responds to different events i.e. the way they approach and cover the subject. Give yourselves enough, but not too much, time to draw media’s attention to your cause and get the proper response from them.

- To resend your invitation to the media on the day your event is to take place.

Remind them! The media get dozens of invitations a day and they can easily forget you.

- To prepare your statements for the journalists and provide all background information.

- To clearly define duration of your press conference. Plan your speech and time it in advance taking into consideration the time for journalists’ questions.

- To prepare a sign in list for journalists who will come to the happening so that you can contact them in future.

- To talk to the journalists before and after the conference. If possible make some personal contacts, therefore you are more likely to get a positive response from them in future.

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ALLEGATO 3 - CONFLICT MANAGEMENT Conflict management exercises that you can organise in a workcamp OPTION 1: MOVING DEBATE I partecipanti si mettono in fila indiana in mezzo della stanza. Il facilitatore si mette di fronte e spiega che il muro alla sua destra è la zona "Sì, sono d'accordo", il muro alla sua sinistra significa "No, non sono d'accordo". Dite ai partecipanti che ora leggerete ad alta voce delle frasi (statements) e che loro dovranno prendere posizione rispetto alle affermazioni lette: se sono d'accordo si mettono alla sua destra se invece non sono d'accordo vanno alla sua sinistra; più sono in (dis)accordo più sono distanti dal centro della stanza. Dopo ogni affermazione gli chiederete di argomentare brevemente la loro posizione.

Esempi delle frasi: • When a team cannot reach a decision unanimously, the group leader/facilitator has the final word; • Good group dynamics depend on the competence of the group leader; • If a group leader sees tension rising in a group, it is up to him to try to release it; • The corporate life of the team in a youth project is most important part; • The youth leader must maintain a certain distance from the other participants; • In a youth project abroad everybody is going to suffer from cultural shock; • The project will be exactly as described in the infosheet; • Vegetarian diet has to be adopted in all intercultural projects.

OPTION 2: ABIGAIL The following is a simulation game based on the personal and cultural values of the participants which can be used in a training course. It especially recommended to be used in an international group where differences between value systems are more noticeable.

Firstly, tell the participants the story of Abigail:

Abigail loves David who lives on the other side of the river. A flood destroyed all the bridges across the river and only spared one boat. Abigail asks Mamadù, the owner of this boat, to take her across the river. Mamadù accepts only on condition that she has sex with him first.

Abigail, not knowing what to do, runs to ask her mother for advice but she replies that she does not want to get involved in her daughter’s affairs. In despair Abigail accepts Mamadù’s demand and he ferries her across the river. Abigail hurries to find David, throws her arms around him and tells him everything that has happened. David rejects her harshly and she leaves him.

Not far from David’s home, Abigail meets Ahmed, David’s best friend. She tells him the whole story too. Ahmed gives David a slap in the face and goes off with Abigail.

Then, in small working groups the participants are asked top up in order who behaved best and who behaved worst in this story. Decisions have to betaken and their consequences must be accepted. Such decisions are based on the values found in the submerged part of the iceberg, most of which are unconscious values. Abigail fits into our idea of relationships – mother and daughter, friends, boyfriend, sexuality. Listening to this story we look at it through our own personal assumptions (the age of the characters, the location, the circumstances).You make assumptions instead of acting on information.

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OPTION 3: EURORAIL Distribute handouts including the list of passengers to the participants (see THE SCENARIO). Ask them to select individually three first choices of the people whom they would like to travel with the most and three they would like to travel with the least. They have 5 minutes to do this.

After that, in groups of 3-5 persons, the participants share their choices of the three preferred companions and the three companions they would like to avoid travelling with. They discuss the reasons, which led to their decisions. They have 15 minutes for this part of the activity before to share it in plenary.

THE SCENARIO You are boarding the “Deer Valley Express” train for a week-long ride from Lisbon to Moscow.

You are travelling in a couchette compartment, which you have to share with three other people. With which of the following passengers would you prefer to share?

1. A Serbian soldier from Bosnia.

2. An overweight Swiss financial broker.

3. An Italian disc-jockey who seems to have plenty of dollars.

4. An African woman selling leather products.

5. A young artist who is HIV positive.

6. A Roma man (Gypsy or traveller) from Hungary just released from jail.

7. A Basque nationalist who travels regularly to Russia.

8. A German rapper living a very alternative life-style.

9. A blind accordion player from Austria.

10. A Ukrainian student who doesn't want to go home.

11. A middle-aged Romanian woman who has no visa and a 1-year old child in her arms.

12. A Dutch hard-line and aggressive feminist.

13. A skinhead from Sweden ostensibly under the influence of alcohol.

14. A wrestler from Belfast apparently going to a football match.

15. A Polish prostitute from Berlin.

16. A French farmer who speaks only French and has a basket full of strong cheese.

17. A Kurdish refugee living in Germany who is on his way back from Libya.

Reflection / questions for debriefing How did you feel in the situation when you had to choose people to travel with?

Why did you feel like that?

While selecting people to travel with you, what images or stories did you create about the people from the list?

Where did you get the “material” for those stories? What did you conclude from the descriptions, what from somewhere else?

Stereotypes are generalized images about people who belong to a certain group, usually in the form “All people X are like that …”.

Did you use stereotypes in this exercise? To what extent?

Where do these stereotypes come from?

How can we go beyond our stereotypes when interacting with people who are different?

OPTION 4: Conflict resolution: theoretical input Provide the participants with following handouts: - Non-violent communication The world is, what we think, it is. If we wish to create peace and harmony in ourselves, in our relationships with others and in the world, then we need to be able to think peace and harmony.

This makes it necessary to have a language which expresses peace and harmony. We need to

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have a language to manage conflicts in a peaceful manner, with respect for our own and others’ needs.

Giraffe language Giraffe language is just such a language. It makes it possible for us to express our feelings and needs in a way which allows us to stimulate others to meet us and listen with empathy to others’ feelings and needs instead of hearing judgment, analysis, criticism and demands.

The language is called giraffe language as opposed to jackal or wolf language. Marshall Rosenberg who is the founder of this philosophy chose the giraffe because it is the land animal with the biggest heart. It is powerful and cheerful, moves with grace and has a great overview.

Jackal language is a language of the head. When we speak with jackal language we analyze, make demands, judge, criticize etc. It creates anger, guilt, aggression, distance and depression.

Giraffe language is a language of the heart. When we speak with giraffe language we focus on and express our feelings and needs – and we focus on others’ feelings and needs, regardless of how they are expressed. We listen with giraffe ears.

This creates closeness and increases the possibility of our feelings and needs being met.

Giraffe language’s objective The objective of giraffe language is to express feelings and needs in a way which gives the greatest possible chance of being met, seen while at the same time allowing us to hear others’ feelings and needs, no matter how they might be expressed.

To present a non-violent form of communication and conflict management through a language which speaks from the heart and not from the head, and which therefore invites empathy, accept and closeness.

Empathy is understood as the giving of our complete attention and closeness to others. We emotionally enable ourselves to relate to and experience others’ feelings and needs. This does not mean that we shall fulfil the others’ needs, or that we shall be in agreement with their values and norms.

We do not have to have sympathy in order to give empathy!!!

Some founding thoughts about giraffe language: · It is a part of human nature that we desire to give and receive. We are most happy when we give and receive of our own free will. When we give through “force” we always send a “bill” later. · Our emotions spring from our needs and from our interpretations of what we see and hear – and we are responsible for them. (I feel, because I …… You feel, because you ….) · In a conflict situation we often mix together feelings, analysis and evaluations. Giraffe language helps us sort out what is what. · Behind any aggression, judgment and criticism there is a human being with feelings and needs which have not been met. I can choose to focus on the aggression, judgment and criticism with all it encompasses – or on the feelings and needs behind it.

A condition, which is necessary for us to be able to find a solution to our conflict, is that we are full of empathy. This means that we experience ourselves heard and that are feelings are met.

- Trust and Betrayal (Summary of article by Beata Lewis) Where does trust fit in your vision, conversations and practices of conflict management?

Although trust – and an absence of betrayal – can be critical to the accomplishment of strategic goals, today’s conflict managers are often faced with the task of (re)building trust between the parties without the support, tools or understanding necessary to work with the consequences of betrayal and complex dynamics of trust. Saying “we have got to build trust here” more often than not gets about the same response as saying “all we need is love”. Get real. It may well be true, but how do we do it? And how do we do it within the boundaries of our mandate and available resources? Trust is an emotionally loaded and highly subjective concept. Very rarely do people in conflict know specifically what behaviors build the capacity for and the perception of trust. The challenge is to translate ideas about trust into effective and meaningful action – give it a pull down menu, so to speak.

There is a new model to help conflict managers build inter-relational trust in a highly pragmatic, effective and potentially fun way. This model meets the parties where they are, helps them to shift their awareness about what is possible, and enables them to do it in such a way that is accessible event to hose who otherwise “won’t go there”. The model differentiates between types of trust and identifies behaviours that develop trust – or may result in betrayal – in relationships.

Using this model, people learn a common, objective language for talking about trust dynamics.

They can identify areas of strength and opportunity for improvement as a collective problem to be

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solved. The parties and the conflict manager become better equipped to make informed choices and targeted decisions for action. They are invited into a process of discovery about their own capacity for trust and learning what to ask and look for so trust-based relationships characterize their collaborative experience.

Types of trust From a behavioural perspective, there are 2 main types of trust: transactional and transformative.

Since most people in conflicts are struggling with transactional trust, most work is done on this during conflict management. By definition, transactional trust is reciprocal in nature; namely, you have to give it to get it. NOTE that this is different from “you have to get it to give it”!! it is also built increasingly.

There are 3 types of transactional trust: competence trust, contractual trust and communication trust. A behaviour that tends to build competence trust is, for example, involving others and seeking their input for decisions that affect their lives. Examples of behaviour that builds contractual trust are managing expectations and delegating appropriately. Examples of behaviour that builds communication trust include telling the truth, sharing information, and speaking with good purpose.

What to do?

Can you imagine the value of experiencing more of these behaviours in relationships that suffer conflict? If the intention is to build trust, then why open the proverbial Pandora’s Box of betrayal?

The cumulative impact of what is classified as “unintentional minor betrayals” cause the most damage to relationships. Examples of such betrayal can be gossiping, backbiting and delegating inappropriately. People in long term conflicts or who have a tendency to find themselves in conflict increasingly suffer profound, chronic and systematic instances of betrayal and have come to expect situations and relationships characterized more by betrayal than trust. In a conflict management situation, reconciliation requires acknowledgement of perceived betrayal; otherwise there is no trust for reconciliation.

The conflict manager needs to offer a framework for differentiating between types and degrees of betrayal. Furthermore he needs to outline steps necessary for individual and collective healing from betrayal. The first step in that healing process is to observe and acknowledge what has happened.

The last step is to let go and move on. The intervening steps are to allow feelings to surface, get support, reframe the experience for the learning, take responsibility for one’s own role in what happened, forgive oneself and others. To go directly from the first to the last step and skip the intervening steps – a practice commonly experienced in fast-paced conflict management settings – consistently results in the perception of yet another betrayal.

Conclusion In an environment where people are more likely to trust and be trusted they are creative, dynamic, think critically and have a greater collaborative capacity. Betrayal makes for very unhappy, uncooperative, guarded people who give others only limited access to their knowledge, initiative and commitment. By contrast, relationships characterized by trust allow people to breathe freely again, collaborate and explore possibilities with a sparkle of life. Making trust a priority in conflict management means making relationship building a priority because trust is vital to individual, team and overall human interaction. As a conflict manager it is your responsibility to focus on cultivating trust – and relationship-based interaction between the parties if reconciliation is to be achieved.

Possible conclusions of the exercise:  “Conflict is part of everyday life and we must accept them as tool for improving our communication or work in sense that is good to deal with them- to transfer them in positive energy by finding compromises and solutions”.  “Violent and conflicts are part of human nature and its potential and this energy can always be transfer for dealing with conflict in creative and constructive ways.”  “Think before you react in conflict situation.”  “Actively listen the each side in conflict.”  “Deal with problem and never with personality of the person in the conflict.”

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ALLEGATO 4 - OTHER ACTIVITIES FOR FREE TIME Since you do not know how the workcamp will develop, it will make your life during the workcamp easier if you prepare as many activities as you can before the workcamp. The activities should not be expensive and most activities should involve interaction among the group. Try to think of ideas for good and bad weather, and for a good mix of sportive, creative and social activities. ======================================================================== Scavenger hunt You release the group into the nearest town, each one with a list of things they have to bring back, such as the autograph of a policeman, a bus ticket or a photo of a famous building. The results are then put together in one big collage.

Photo game Ask participants to bring three photos to the workcamp and not show them to anyone before the game. These photos should be of a brother or sister the participant when she or he was a baby; their house; their cat, dog or other pet; a hobby, etc. For the game, put all the photos on a table or on the wall. Give each photo a number. Give each participant a piece of paper with the names of the whole group on it. Ask them to guess who brought which picture, and to write the numbers behind the proper name.

Barbecue night Instead of dinner some night try and get some barbecues. It’s a slow process, so start early lighting the coals. Don’t forget the vegetarians.

Singing night This can happen around a fire outside as well. Here each nationality sings songs from their own country and tries to teach them to the other side. Of course a guitar is good to have.

Also bring songbooks, or copies the lyrics of the songs your group has prepared.

Fill-in games These are games which can fill-in those times people are waiting for example to be called for dinner, such as cards, darts, chess, table tennis, board games. These are really useful because they give the leaders a break. Get the group to organize competitions.

Swimming Check on beforehand for a group rate and any special requirements (like swimming caps) in a nearby pool. Swimming in the sea or a river is free, but obviously weather dependent.

Local Disco A good one for the weekend, it gives them something to look forward to. Try and get a group rate. At least one leader has to go along to watch out for any trouble (fights with locals etc.) Keep an eye out too whether alcohol is available.

Outdoor games All kinds of races you can think of are good. Get the group to organize ‘games without frontiers’. Always bring things like Frisbees, a ball, and badminton rackets.

Slideshow You could show slides of the city or area your group is from.

Video You may be able to do something similar with a video. For a rainy night you could let them watch a film. Remember that there may be a language problem.

The mail box The mail box is a simple tool used to encourage also those who are not comfortable speaking in plenary. It is a series of envelopes always exposed in the common room. Each envelope corresponds to each person, and people are fee to send messages.

The secret friend Another group building method we can use is the “secret friend method”. Each volunteer is randomly assigned a secret friend, person of whom they were supposed to take care by secretly sending messages, or small gifts (like flowers from the nearby garden or paper

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origami). At the end of the camp, each participant had to reveal who their secret friend was.

The intercultural night Participants can be invited beforehand to o bring something characteristic to their country: food, music, customs, dances etc. They can be informed that they are responsible for organising it. The aim of the intercultural night is to get in contact with the cultures of the other participants. Example of an Intercultural night The participants were asked in advance to bring something characteristic to their country: food, music, customs, dances etc. During this evening all participants explained what they had brought. It was an evening full of dances and music, where all of us sang “la Bamba”, “Wilhelm Müller”, “Kalinka” and several other songs from Iceland, Palestine, Romania, Itlay, Greece etc. The participants also organised a quiz. Its aim was to get to know more facts about the respective countries of the participants.

An example of a QUIZ for the intercultural night (find other questions if needed) 1. How many States are there in the USA? 52 – 48 –50 – 53 2. What do we need to get married in Russia? permission from the Orthodox priest - to be pregnant - to participate (at least one time) in the election - to fill an application form in the local marriage office 3. How many % alcohol is there in Vodka?

40% - 96% - 45% 4. Who was the communist dictator of Romania?

Popescu – Ionescu – Ceausescu 5. How did Yasser Arafat become the Chairman of the Palestinian Authority?

General elections – Appointed by the UN – Because he was the Chairman of the PLO 6. Who was Hagi?

Former ruler of Romania – Romanian President – the best ever Romanian football player 7. What were the names of the Musqueteers?

D’Artagnan, Athos et Portos - Athos, Portos et Aramis - Richelieu, Mazzarin et Aramis 8.When is Christmas celebrated in Russia?

January 7th - December 25th - January 14th 9. Approximately how many days per year are sunny in Athens?

220 – 250 – 280 –300 –320 10. What was the true name of "Count Dracula"?

Vlad the Bloody – Vlad Tapes, the Impaller – Vladislav Jadvic 11. Which river flows from the Czech Republic to Hambourg?

Elbe – Rhine – Danube 12. What was the name of the husband of the very important Russian revolutioner Nadezhda Krupskaja?

Michaël – Vladimir – Boris – David 13. What do Italian people mean when they put a finger on their cheek and turn it?

Ok – I’m drunk – Very good 14. How many Santa Clauses are there in Iceland?

1 – 9 – 13 15. Which country has never tried to invade Belgium?

Spain – Germany – France – UK – Luxembourg 16. Who were the three civilizations who in the Middle Age worked together for culture, science and peace in the Iberian Peninsula?

Portuguese, French and Spain – Christians, Arabs and Jewish – This never happened 17. In which city pass most of the drugs smuggled from Mexico to the USA? Tijuana – Nuovo Lavedo 18. What is the oldest city in Palestine?

Jerusalem – Acco – Jericho 19. Who was the first President of the Russian Federation?

Vladimir Poutine – Boris Yeltsin – Michaël Gorbatchev 20. What is inside Lasagna?

Besciamella, Ragu sauce and Parmigiano cheese - Ragu sauce, vegetables and eggs Parmigiano cheese, broccoli and sausages

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Organizzare dei corsi di base d'Italiano Vantaggi: Permette ai volontari di essere più autonomo con i locali Svantaggi: Prende del tempo al coordinatore.

C'è anche la possibilità di imparare l'italiano di maniera più informale, parlando qualche volta in Italiano ai volontari... Meno efficace di sicuro, ma più divertente.

Giochi di società Vantaggi: un modo buono per conoscere dei giochi stranieri.

Svantaggi: Non da l'impressione di avere fatto qualcosa, si può fare ogni tanto, pero non tutti giorni. Chiedete ai volontari di insegnare un gioco del loro paese, (carte, giochi di ruolo, sport...)

Una serata con gli abitanti e i volotari locali Vantaggi: Scambio al esterno del campo, con la comunità locale.

Svantaggi: Il posto per la serata può essere difficile da trovare senza disturbare nessuno. Si può coinvolgere il sindaco, le autorità, per organizzare una serata. Si può anche immaginare che i volontari creano qualcosa per la serata, (musica, teatro,...). Il coordinatore in questo caso deve fare da mediatore tra i locali e i volontari, per permettere alle due parti di comunicare e scambiare. E importante integrarsi con la comunità locale e non essere chiusi nel gruppo. La lingua può sembrare un problema, ma ciò che è il più importante per potere comunicare con qualcuno è veramente voler farlo. ========================================================================

Nella maggior parte dei casi le idee per le attività nel tempo libero vengono da sole, ispirate al luogo dove vi trovate, alla gente, ai volontari.L'importante è lasciare del tempo libero e la possibilità ai volontari di trovare, organizzare e impegnarsi nelle attività. E anche importante avere dei momenti vuoti quando non si fa niente.

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L'edizione del manuale "GUIDELINES FOR CAMPLEADERS" è stata preparata da: Elizaveta Zaytseva con il contributo dei partecipanti al corso di formazione "(Y)our Rights for Peace! Training for young leaders on human rights and peace education", 15-22 Maggio 2015, KA1, Erasmus+ Programm e del corso di formazione per i campleader di YAP Italia e di Lunaria, 22-24 Maggio 2015, Poggio Mirteto: Ramon Casas i Luque Adriana Sanz Mañogil Nele Küüts Andrejs Rusinovskis Marine Harutyunyan Hasmik Navoyan Tsovinar Poghosyan Bjarki Fannar Kolbeinsson Nataša Lukač Alba Cuesta Ortigisa Florence Gustella Darya Lutskevich Aliaksei Kulakou Volha Shman Artem Mamaiev Kateryna Yurkiv Nadiia Skaletska Edina Lovass Tímea Majoros Denis Denisiuk Kseniia Liubimova Anna Trushcheleva Francesca Webster Alessio Scarapazzi Oriol Josa Fresno Luca Elek Yulia Utenkova

Stefano Varlese Sara Mandozzi Marcello Mariuzzo Elisa Pellirossi Giacomo Bassi Benedetta Mina Eliana Pitti Caterina Berta Giulia Matarozzi Fulvio Grassadonio Flavia Sorohan Francesco Castelli Isa Wastlund Giulia D'Amato Federico Barbiero Ettore Borghetto Mena Fuccio Rossella Ferro Chiara Merlotti Gianluca Checchin Giuditta Todesco Aurora Righetti Daniele Liberatori Francesco Bortolato Alice Di Paolo

Sono state utilizzate le seguenti pubblicazioni: GUIDELINES WORKCAMP LEADER - YAP Italia, 2005 COORDINARE UN CAMPO...E VIVERE FELICI LO STESSO. Piccoli consigli per venirne fuori illesi, magari divertendosi - Associazione Lunaria LOOKING WITHOUT GLASSES. How to organize a training session for volunteers in the frame of an inter–regional exchange - CCIVS, 2002 Access Handbook - YAP Italia, 2014 Mediterranean Diet. Cookbook - YAP Italia, 2012 SALTO-YOUTH Resource Centres - https://www.salto-youth.net/

(C) 2015, YAP - Youth Action for Peace - Italia

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